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A 



NEW AND COMPEBHENSIVE 

FRENCH 

INSTRUCTOR 



BASED ITPON 



An Original and Philosopliical Method 

APPLIOttuK TO THE STUDY OF ALL LANGUAGES, 



M 



BY 

STEPHEN PEARL ANDREWS 

AND 

GEORGE BATCHELOR 



WITH AN INTRODUCTION EXPLANATORY OF THE METHOD AND 

A TREATISE ON FRENCH PRONUNCIATION, 

BY STEPHEN PEARL ANDREWS. 



i 



D. APPLETON AND COMPANY, 

\ 846 AND 348 BKOADWAT. 

1857. 



\cA" 






Entered according to Act of Congress, in the year ib&a, 

By Stephen Pearl Andrews and George Batchelor, 

In the Clerk's Office of the District Court of the United States for the Souther 
District of New York. 



GENEEAL INTEODUC T ION. 



1. DEVELOPMENT OE THE STUDY OF LANGTJAGE. 

Notwithstanding the improvements that have taken place, within the 
last few years, in the mode of conducting the Study of Foreign Languages, 
the field of improvement has been by no means exhausted. Approxima- 
tions have been made to the true method, rather than the true method 
attained. 

It may be said that, at the commencement of the present century, this 
branch of study only existed in its chrysalis state, Not to speak of the 
immense advances which Philology has made, since then, in the hands of 
German scholars and others, the diffasion, among the people, of a prac- 
tical acquaintance with the languages of other nations has been parallel 
w^ith the modern development of thought and activity in other depart- 
ments of life. During the last twenty years, this movement has become, 
as it were, general, and the demand for Instruction Books adapted to the 
wants of the people in this respect has increased proportionally. 

The application of steam to interior and oceanic navigation and the 
introduction of railroads opened a new era for the Study of Languages, as 
well as for commerce, and so for many other things. The knowledge of 
several languages has already become a necessity of life for a people 
wliose habits are, every day, more and more those of travel and an ex- 
tended interest in the alTixirs of all mankind. 

2. PHILOLOGY A>:D THE PRACTICAL STUDY OF LANGUAGES COMPAEED. 

If there is this })ressing and growing need for the understanding of 
foreign languages, -w'hat are the conditions under which the best results 
are to be looked for ? What is it which is to be learned, and how is the 
knowledge to be att;inied ? We will endeavor to give an answer to these 
questions, somewhat more thorough than they have previously received. 

A thorough acquaintance with language involves both a Science and an 
Art. Those who are versed in the science of language are called Philolo- 
gists, and those who possess the practical art or ability to speak several 
languages are called Linguists. These two branches of knowledge are 
80 different that the most learned Philologist may not excel as a Linguist, 



4 GENERAL INTRODUCTION. 

and that the Linguist distinguished for the extent of his acquirements in 
languages may know very little of Philology. The Philologist is a man 
of Science, the Linguist is an Artist. One acquires his knowledge by the 
exercise of reason and reflection upon the principles which have governed 
the growth of language ; the other, chiefly by imitation and a ready genius 
for seizing the usage or habit of speech, without troubling himself so 
much with rules or reasons. The difference is similar to that which dis- 
tinguishes a person who understands the Science or Philosophy af Music 
from the Practical Singer or Musician who is ignorant of the laws of har- 
mony, except as he instinctively feels them. The Philological Linguist or 
Scientific Musician — he who unites in himself both species of knowledge 
— is, therefore, in either case, the more accomplished man in the mastery 
of his subject, than the merely Scientific or the merely Artistic Proficient. 
Both the Science of Language, as a branch of the philosophy of the hu- 
man mind and its manifestations, and the Art of speaking Languages, as 
a means of practical communication with our fellow men, are desirable 
acquisitions ; but it is obvious that they are desirable for very diflfere.nt 
reasons and applicable to very different purposes. 

The American or English merchant or traveler, who wishes to under- 
stand French for business purposes, or even the man of letters, who desires 
to know that language chiefly as a vehicle to the treasures of literature 
which are embodied in it, may have very little occasion to plunge into the 
depths of Mental Philosophy which lie at the base of all human language. 
One might as well require of him to inform himself of the principles 
which regulate the construction of the steam engine or the ship by the 
aid of which he traverses the Ocean, to visit the country where French is 
spoken. 

To teach a Language practically is, therefore, a very different labor from 
teaching Philology, or the Philosophy of Language, or Grammar in its 
higher and scientific sense. The Man of Science is apt to have a species 
of contempt for the merely Practical Man, which the Practical Man repays 
by a similar feeling for the Man of Science. Both prejudices are foolish, 
since both Science and Art are equally good, provided each is kept within 
its appropriate sphere ; provided, in other words, that the uses of one 
are not mistaken for the uses of the other* The devotees of each, when- 
ever a right understanding of the subject is attained, unite in recognizing 
the superiority, over either, of the composite man who combines in him- 
self both species of knowledge. 

For the want of this proper understanding, the highest resources of 
Philological Science have not been applied to the purpose of teaching 
languages practically. The Science and the Art of Language, though 
distinguishable from each other^ are never entirely separable, and the at- 
tempt to separate them tends to cripple both. In the same manner as 
the man who is acquainted with the greatest number of languages must 
be in the best position to understand the Philosophy of Language, if hia 



GENERAL INTRODUCTION. 5 

tastes lead liim to that investigation, so the most accomplished Philologist 
is furnished with means which no one else possesses for devising the best 
method of Practical Instruction in Languages. Practice guided by Science 
is infinitely more successful, in any department, than mere Practice not 
so aided, if Science will, for the time, condescend to be the handmaid of 
Practice, and forego her pretensions to superiority. 

3. GOlfBINATION OF PRACTICE AXD THEOP.Y. 

To apply these observations, that system of learning languages in which 
Practice itself— the method by which Nature proceeds with the child— is 
made the prominent and leading instrumentality of acquiring, is indu- 
bitably the best, for the great majority of minds. A few are so organized 
that they can only Jearn by beginning with laws and principles, which, 
once acquired, they have a ready fgculty for applying to details. Such are 
philosophers and will make their own methods. Ail others must begin 
in details and work up to principles. At the same time, mere practice, 
without the aid of rules at all, is not adequate, for reasons partially stated 
above and which will be more fully stated presently, to the production 
of the best results. The true method is the comUnation of Practice and 
Theory in their ju^t propoi'tions to each other. 

4:. KOTICE OF FOKilER SYSTEMS. 

It is from the prominence given to the Practical Method that the 
Manesca-OUendorff System of Instruction in the Modern Languages has 
acquired a popularity, of late years, which has nearly displaced the old 
routine of Grammatical Analysis and mere Verbal Eules. The Oral Exer- 
cises and Bepetition sans cesse are features the benefits of which could not 
fail to be appreciated, and to give to that System an acknowledged supe- 
riority over all that had preceded it. Its defects will be pointed out as we 
proceed. 

The principal of those defects arose from the assumption that, because 
practice and imitation rightly take the lead in the practical acquisition of lan- 
guages, analysis and theory, or, in other words, all scientific consideration 
of the phenomena of language, ought, therefore, to be discarded. Adults^ 
or even youths of eight or ten years of age, are no longer children of the age 
at which the "cerruvcular is acquired; a different set of faculties has been 
awakened in them which require to be partially fed, if not thoroughly 
satisfied, as we proceed ; the intellect demands to know something of the 
reasons of things, and that System of Instruction which sets aside entirely 
the philosophy of the subject, and appeals solely to a blind fiiith in 
whatsoever is written and the parrot-like faculty for imitation, is nearly 
as false, for such advanced minds, as that which trusts alone to the opera- 
tions of reason. The first grand fault of the Manesca-Ollendorff System 
was committed, therefore, in passing from one of these extremes to the 
Ot]^er. 



O GENERAL INTRODUCTION. 

5. FIRST CLAIM OF OUR METHOD, OR SYSTEM OF INSTRUCTION. 

The judicious Teaclier will soon discover, it is believed, that we have a\ 
least endeavored to avoid the error on either hand, and that, while main- 
taining everywhere the supremacy of the practical order of procedure, we 
have succeeded in insinuating, at the same time, a competent view of the 
grammatical basis of the French Language. He will note also how 
thoroughly we have communicated that indispensable knowledge of Gram- 
matical Terms, without which both Teacher and Scholars are always 
terribly embarrassed by the Scholar's ignorance of the names of his ma- 
terials and tools. 

6. DIFFERENT METHODS OF INSTRUCTION IN AN ART. 

The acquisition of a Language, considered merely in the restricted 
sense, as an Art to be learned, is subject to a similar diversity of method. 
The attempt may be made to teach an Art, as such, by Abstract Eules 
without Practice (and still without the reason of the rules, which would 
constitute the Science of the subject), or it may be taught by dint of 7nere 
Practice without Eules ; or, finally, which is the true method, h?/ Practice 
primarily and chiefly^ accompanied hy Bides and Philoso^Mcal Observations 
introduced only ivhen the Pupil is prepared to understand them by familiar- 
ity with the cases to which they are to be applied. He will then receive 
substantial assistance from knowing that those phenomena, with which 
he is already acquainted in the given instance, are general, or equally 
applicable to a vast number of similar cases. It is a part, therefore, of the 
above Claim, that those mere rules which relate to the art of speaking 
French correctly, and which do not rise to the dignity of Grammatical 
Principles, have also been judiciously interspersed among the practical 
exercises. 

7. SECOND CLAIM OF OUR METHOD : THE TRUE ORDER OF PROCEDURE. 

Apart from the purposes for which Language is to be studied, and 
apart from the Method of Study, whether Theoretical or Practical, as 
determined by that consideration ; and, again — the Practical Method being 
determined upon — apart from the difference between the Practical Method 
Pure and Simple and the Practical Method accompanied by Kules, there 
arises the question of the true order in which the various hinds and porticns 
of the material tvhlch goes to constitute the language to be taught shall be 
presented to the Learner. "What, in other words, shall be taught first, what 
in the second place, what in the third place, etc. To know this is to 
know much of the Philosophy and the Art of Teaching, which are quite 
distinct things from the Science and Art to be Taught. 

It is especially upon this point that the attention of Teachers and 
of the Public is invited to the superiority of the present System of 
Lingual Instruction over all that have preceded it. Tliey will find in it, 



GENERAL INTRODCCTION. 7 

in this respect, a complete rejection of all the old Methods and the intro- 
duction of one quite new. From this change, together with numerous 
other improvements, some of which are specified in this Introduction, the 
most decisive triumphs of the Art of Teaching are confidently anticipated 
in this department of Education. 

8. rUETHER COilPARISON OF THE SEVERAL SYSTEMS. 

If it be assumed that, by the old Collegiate Methods of teaching Latin 
and Greek, applied to French, a given time was found necessary to 
acquire that Language, and that, by the Manesca-Ollendorff Method, that 
term of time has been reduced one-half or two-thirds, it is believed that 
the time still found necessary, under the latter System, will be again 
reduced in quite an equal proportion by the more perfect Method 
presented in tliis work. 

The difi'erence above ahuded to may be stated still more strongly and 
in a way still less favorable to each of the Old Systems of Instruction. 
By no system extant lias it teen^ ])ro])erly speaJdng^ possible^ heretcyfore^ to 
learn French — so far as the great mass of Students is concerned— for any^ in 
fne^ except for those few who supplied the defects of the Method employed^ ly 
a special genius for the conquest of all difficulties^ despite the obstacles pre- 
sented hy the most inadequate means. The fact has only to be stated 
to be recognized by aU Teachers as true, that, of the hundred Pu- 
pils who undertake the study, ninety-nine uniformly fail of acquiring 
anything like a competent working knowledge of the Language. This 
is still true, notwithstanding the obvious improvements made by the 
Manesca-OUendorjQf System over that which preceded, and equally true 
of other Languages as of the French. 

Before the rise of this latter System, there was, indeed, so little pro- 
mise of facility in the onerous undertaking of acquiring a foreign tongue, 
that it was hardly ever undertaken systematically, except by the professed 
Student, whose ousiness it was to plod through the most intricate and 
thorny paths of learning ; and, then, some little proficiency was amply 
rewarded, not by the mere possession of an ordinary accomplishment, but 
by the reputation of superior genius, as well. With the advent of the 
Oral or Practical System of acquiring languages was the commencement 
of a new epoch. The simple and beautiful idea of imitating the progress 
of the child in his method of learning his mother tongue seemed to offer 
aU that could be desired to facilitate the Student. It seemed, also, to place 
the most ordinary intellects nearly upon a par with those best endowed, 
since all children above the grade of idiocy learn to speak, and that too 
without a xery striking difference in the length of time requisite for 
accomplishing it. It was soon found, however, that the addition of some 
Eules and Explanations, addressed to the judgment, possessed an advan- 
tage over mere Repetition and Imitation. The System in question boasted 
of beginning, as the child begins, with the names of the most familiar 



8 GENERAL INTRODUCTION. 

objects, passing to the simplest combinations, and, finally, to tliose ofi*eriug 
more serious difficulties. Rules and Explanations were added by its 
reformers, while the same beginning point, the same order of progress, and 
the same defects of the real Philosophy of Teaching were substantially 
retained ; and, in that form, the System has remained in vogue until the 
present day. 

The promise of success thus tendered and the real progress made at 
the commencement of the new course of study conduced rapidly to popu- 
larize attention to the Modern Languages. The desire to know more than 
one's own tongue already existed to a considerable extent among the 
people, and the new facilities thus offered have given a remarkable expan- 
sion, within the last few years, to the effort to acquire the French and, in 
a less degree, several other of the Languages of Europe. Hardly any study 
is now so generally pursued. Hardly any species of knowledge is so com- 
mon as a smattering of French, Spanish, Italian, or German, while, from 
some causes not heretofore fairly discovered^ nothing iSj still, more rare than a 
thorough Icnmoledge of any of those tongues. 

It is beginning also to be suspected, that, by the books now in use, 
such a knowledge is not, for some reason, attainable. The existence of a 
System of Instruction, by which the actual mastery of a Language should 
be put upan the same basis of certainty as that of Arithmetic, Geography, or a 
Mechanic Art, by the bestowment of a reasonable amount of industry, has 
remained a desideratum up to the present time, notwithstanding the fair 
promises and the undeniable improvements embodied in the more recent 
Methods or modifications of the one Method. It is not surprising, there- 
fore, that a feeling of disappointment should begin to be manifested, from 
which symptoms of a reaction from the impetus given to this branch of 
learning may be anticipated, unless still greater improvements are made. 
These circumstances will justify a searching criticism and a faithful expo- 
sure of the inherent defects of the old Methods, together with a careful 
consideration of the characteristics of the true one. 

9. DIFFERENT EDUCATIONAL SYSTEMS. 

The general Art of Teaching has, itself, also received great attention 
during the last twenty or thirty years, and may be said to have arisen into 
being, as an Art, during that time. The methods of communicating 
knowledge, in nearly every branch of Education, have been greatly ame- 
liorated within the period mentioned, by adopting Explanatory and Induc- 
tive, instead of the dry Abstract, and merely Analytical, or Philosophical 
processes, previously in use. The two Systems of Instruction in Language 
above alluded to correspond to the Old Academic Mode of Teaching, in 
general, and the more Modern Inductive one. The defect of the Old Aca- 
demic System was that the Teacher or the Maker of the Instruction Book 
thought only of himself, or of his Science as it lay in his own mind, and 
systematized it with reference entirely to the manner in which ho viewed 



GENERAL INTRODUCTlOIf. 9 

it, after years of study and familiarity with it. He forgot entirely the great 
distance between himself and the Pupil, a mere beginner at the distant 
end of the road over which he had himself traveled. Hence, there was a 
total absence of all genuine induction, of all adaptation to the condition 
of the mind of the Learner, and of all effort to facilitate his labors by 
smoothing the difficulties that lay in his way. 

The Modern or Inductive Method of Teaching went naturally, in the 
stage of mere protest against the errors of the old, to the opposite extreme. 
The Teacher and the Maker of Instruction Books thought only of the stat^ 
of ignorance and mental feebleness of the incipient Learner, and were only 
anxious to remove all the stumbling blocks of difficulty from his way, and 
to render his path pleasing and delightful. Simplification ran into thi 
danger of degenerating into silliness. Work, converted into mere amuse- 
ment, was liable to lose both its aim and its earnestness ; and the mind, 
never called upon to exert itself, was hardly developed beyond its primi* 
tive weakness. The system multiplied smatterers, and seemed almost to 
reduce rather than augment the number of real proficients. The common- 
sense Teachers of this, and probably of other countries, were quick to 
discover their mistake, and, in many branches of instruction, the methods 
now pursued in our schools are truly admirable. They combine as much 
of simplification with positive instruction, and only as much, as is com- 
patible with the intrinsic nature of the study in hand. A thorough and 
scholarly treatment of the subject is made the first requisite ; facility, in 
the mode of pursuing it, the second. 

10. PREREQUISITES OF THE ART OF TEACHING- LAN&UAQES. 

This second stage of improvement upon the original unphilosophical 
Method has not, heretofore, supervened in the method of teaching the 
Modern Languages. The reason has not been that the defects of both 
Methods in use are not seriously felt, but that the Science of the Subject 
has been nowhere sufficiently understood, heretofore, to indicate the true 
procedure. It required actual discoveries to be made in the department 
of Philology, which were not made. The Philosophy of Language, itself a 
new science, had not been sufficiently penetrated to furnish the indispen- 
sable foundation for the requisite superstructure. There was no clear 
perception of what constitutes the real difficulties in the acquisition of a 
language. Without this, it was impossible to conduct the Learner to an 
actual encounter with the work before him, and, stiU less, rightly to facili- 
tate its accomplishment. 

11. CHANGE OF THE ORDER OF INSTRUCTION. 

Let us endeavor, then, to give a still clearer understanding of the lead- 
ing diflerences between the true Method of Instruction in the branch of 
study now specially under consideration and those which have pre- 
vailed heretofore. 
1* 



10 GENERAL mTROBUCTION. 

In the first place, in accordance with what is intimated above, while 
no means of facility and adaptation to the uninformed state of the mind 
of the Learner are to be disdained, on the other hand, the real difficulties of 
the language to be acquired, whatever they are, should neither be disguised 
nor avoided. They should, on the contrary, be met in the outset, and 
fairly conquered. The Learner should not be promised that he shall have 
no labor to perform, but simply that his h^bor shall be amply rewarded by 
success. 

The question remains. What are the real difficulties to be overcome in 
acquiring the mastery of a Language ? And again. What are the defects 
of the previous systems of instruction i?i the presentation and solution of 
those difficulties? 

The answer to these queries will show that the entire order in which 
the phenomena of language are to be presented to the mind of the Learner 
has to be reversed ; that the business of learning a Language has to be 
begun, so to speak, at the other end from that at which it has heretofore 
been commenced, and prosecuted by exactly opposite mvAhods. 

12. THE TRUE ORDER OF PROCEDTTRE STATED. 

The real nucleus of Language, and that therefore on which its sub- 
stantial difficulties are centered, is to be found in what may be denomi- 
nated THE ARTICULATION OF sENTETs^GEs, by which is meant the Joints or 
Connections of the different Clauses which have to be united to express a 
full thought. It is not, as seems to have been supposed, either, first : In 
the single words ; nor, in the second place : In the inflection or changes of 
the forms of the single words to adapt them to each other, or to cause 
them to agree in the single clauses or members of a sentence to which they 
belong. 

This Articulation of Sentences is expressed by Conjunctions, by the 
Eelative Pronouns — ^which always involve the force of a Conjunction in 
their meaning — and by the Copula Verb, To he. 

It may seem strange to affirm (as is here done, probably, for the first 
time) that the Conjunction, a part of speech usually thrown over to the 
end of a Grammar Book, and dismissed, then, with a few words or pages 
at most, as an unimportant member of the grammatical family, is of para- 
mount importance from the commencement to the end of the study of a 
Language. Such, nevertheless, is the case. 

What the Pupil requires, in the first place^ is, ** to get the hang," so to 
speak, of the entire machinerij of the Language, as a whole ; after which 
he can take his leisure to make himself fiimiliar with the various pieces of 
material of which it is composed, and the several curves and shapings by 
which they are adapted to their respective places in the machinery. This 
understanding of the machinery, as a whole, can only be got by taking 
into view the connections or joinings of the parts, and the method in which 
one part acts upon another. These connections, or joinhigs, or articulations^ 



GENERAL INTRODUCTION. 11 

Kre represented by the Conjanctive words mentioned above; not by 
Nouns, or Adjectives, or Verbs. 

13. THREE DrFFEEENT DEPARTilENTS OF LANaUAaE, 

Tbere are to be recognized three very distinct departments of the 
structure of Language, which have their relative degrees of importance 
and rank, and it is of the greatest moment that that which belongs first be 
put first in practice. It will become obviK^us, on investigation and experi- 
ment, that a radical misanderstanding upon this point, or rather an entire 
absence of the true understanding of the subject, is the substantial cause 
of the partial failure of all the Methods of Lingual Instruction heretofore 
in use. 

These three departments of lingual structure are as follows : 

I. The VocahvJxtry^ or Oopia Verhorurn j that is, the assemblage of dis- 
connected words and their simple meanings as they stand in the Dictionary ; 
such as Clou^ Nail ; Savon^ Soap ; J^on^ Goon ; Manger^ To eat. 

u. The Inflexions or Modifications of form of these loords to express^ in the 
first place^ pai^ticular m^odijlcations of the ideas, and, secondly, to adapt the 
words to a Derhal agreement with otJier loords toith which they stand connected 
in the same clauses. Such is the knowledge that Clou becomes Clous when 
plural (that is, when more than one nail is meant) ; that Bon, when joined 
to Clous (plural), becomes Bons, for the sake of a verbal agreement ; that 
Manger becomes Man^erai when joined with -Je, I, and when also the 
action of eating is conceived of as future. 

A Single Clause is that connection of words which is essential to repre- 
sent any complete idea. It may, at the same time, be a whole sentence, as 
the single idea may\)Q all that the speaker wishes, at the moment, to utter ; 
for example, Je mange mon diner, \ kis. eatixg my dinner, is at the same 
time both a Clause and a Sentence, Tliere is in it only one connection of 
thoughts, for that happens to be all that the speaker desires at the time to 
express. Such a Clause is, therefore, also u Simple Sentence; but the 
greater part of the Sentences that we use in speech are Complex ; that is, 
they express several different connections of thought comMned into one, and 
consist, for that reason, of several different Clau?es, The last and highest 
department of lingual structure is, therefore, 

ni. The Connection of Clauses in Compound Sentences, in the first instance^ 
and, in tJie next place, the ModificMions of Form and Collocation which this 
higher species of cminection exercises over the particular ivords of the several 
Clauses. For example, Je parlerai si vous ecoutez, I will speak if you 
(will) listen ; in which two actions or connections of thought are again 
connected into one, and one of the two mode dependent on the other ; while 
this mutual governance and dependence again modify the form of the 
Verb or central word of each Clause— making the first Pcrr^ERAi, and the 
second Ecout-Y.z. 

Tlie Conjunction Si, If, which unites these two Clauses into onQ 



12 GENERAL INTRODUCTION. 

Sentence, is, therefore, a word of the highest importance. It is a central 
or cardinal word of the highest rank, not for its own intrmsic signijicance^ 
nor for its inflections^ of which it lias none^ tut on account of its office or 
function^ as the link of connection tetween entire Clauses^ and on account of 
tke influence which this relation of the Glauses to each otlier exerts upon th^ 
forms {andy in some caseSj over the arrangement) of individual loords within 
the Clauses respectively. 

14. LEADING IMPORTANCE OF THE COMPLEX SENTENCE FURTHER ILLUSTRATED, 

The assertion of the importance of the Conjunction is, therefore, in fact, 
the assertion of tJie importance of a right understa7iding of the combination 
of different connections of thought into one thought. The Single Noun or 
Adjective names a Single Aspect or Eleinent of an Idea, and not properly an 
Idea, which last consists always of the union of two different Aspects of a 
thought — a Subject and a Predicate — something which is spoken of, and 
something else which is said of it. The Clause or Simple Sentence name& 
an Idea (with its double aspect) but still only a Single Idea. The Com- 
plex Sentence, on the contrary, names or represents several Ideas, each 
capahU of existing separately in the mind as Single Ideas, but which are, 
in fact J in the case "before the mind, connected with or mewed as dependent 
upon each other. Hence they constitute one Idea-, of a larger extension and 
of a greater niimber of distinct parts. 

The Single Words may bo viewed as the objects or materials that enter 
into the constitution of a machine, having no use whatever taken sepa- 
rately. The Simple Sentence is, then, a joining of several wheels and 
levers, making a small machine of themselves, which may ehanee to have 
certain iimited uses in that form ; the grand use of which, bawever, is, ta 
enter, as a working portion, into a larger machine of more complex 
organization ; and, to be fitted for this, some of ita own parts may require 
to be altered a little from what they are, when the Simple Sentence is used 
as a detached and simple mechanical contrivance. 

Ify under this illustration, we have certain mechanical uses to accom- 
plish, which demand the constant interchange and momentary use of 
loth the larger and the smaller machinery, it is obvious how completely all 
our operations would be crippled, /(9r iJiatend, if we had never learned to 
construct or to manage the larger sort — if we did not hiow how, properly, 
to change and adjust the smaller connections of parts, so as to make of 
them the larger and more complicated instrument. 

Now, the demands of human speech are precisely such. While what I 
BOW wish to say may bo expressetl by a Simple Sentence, the very next 
thought that occurs to me may demand a Complex one, so that, without 
the complete mastery of the machinery of both, Conversation, which is the 
use and purpose of Language, is effectually defeated. The Pupil who has 
expended much time upon the acquisition, first, of Words, and, secondly^ 
of their combinations in the Simple Sentence, may find himself totally unable 



GENERAL INTRODUCTION. 13 

to utter three Sentences consecutively, for the want of the TiigTier Tctww^ 
ledge of the proper structure of the GompUx Sentence. 

The whole includes the parts. The larger includes the smaller. The 
Complex Sentence includes the Simple Sentence or Clause and the Single 
Word, and implies a knowledge of them. The reverse is not true. No 
amount of the knowledge of mere Words will enable the Learner rightly 
to construct the Simple Sentence, and no amount of familiarity with the 
structure of Simple Sentences merely, will enable him to construct Com- 
pound Sentences correctly. Hence^ it is o'bvious that the structure of the 
Compound Sentence is the grand achievement in the acquisition of Language^ 
the Icey to the right use of all the other hinds of IcnowUdge in relation to it, 
and tJie want of ichich renders all such hnowledge nearly valueless. 

To change entirely the illustration, the acquisition and use of a Lan- 
guage may be compared to the organization and maneuvering of an army. 
The Individual Words are the Individual Soldiers, or rather the c «n who 
are to be made into soldiers, the Simple Sentences are the separate Compa- 
nies and Squads, and Compound Sentences the organized Battalions and 
Eegiments. The Learner is the Commander-in-Chief, who is to muster these 
men into service, drill and organize them through the aid of proper inter- 
mediates, and maneuver them in masses with views which are entirely 
his own, in the business of defence and attack — the only purposes for 
which an army is of any use. The knowledge which this Commander of 
men or of words has, of the right mode of combining and maneuvering 
them, must extend to the order and connection of all the parts in the grand 
whole, or else it will be useless, and, instead of an army, he will have merely 
a mob ; and the larger it is, the more desperately he will be encumbered, 
instead of being strengthened and aided. Even a knowledge of the mode 
of combining men into companies and squads will not answer. The com- 
panies and squads have also to be arranged with reference to each other 
before they can be of the slightest avail, or, at all events, before they can 
be used so as to contribute to the main purposes of an army. The higher 
species of knowledge has therefore to be possessed before the lower 
species can oe of much real value. 

On the contrary, the Commander of an army may well afford to remain 
for a long time in personal ignorance of some of his men and even of 
subordinate officers. What he wants first and chiefiy to know, is, his own 
staff, and the superior officers, who are themselves heads of regiments and 
battalions. With this knowledge, and with these parties at hand, he can 
organize and have in perfect working condition an army calculated to be 
of a hundred thousand strong, and not as yet have five thousand men in 
the service. Each company may have, for example, no more than from 
three to twenty privates, with its corps of officers, its relations to its own 
and other regiments, to the superior officers, and to the Commander-in- 
Chief, perfectly adjusted, so that the order and harmony of the whole will 
not be in the least disturbed by swelling the number subsequently up to 



14 GENERAL INTRODUCTION. 

the full complement. Every man, aa lie arrives, will then have his pre- 
vious destination ascertained for him, and the whole business of increas- 
ing the army from five thousand to a hundred thousand, ox to five hundred 
thousand, will proceed with the regularity of machinery, while, without 
this organization, emanating from the central and highest point of authority, 
from the commencement, the arrival of each new recruit would only add 
to the confusion. 

The Staff Officers of the Word-Commander, by the aid of which he can, 
and without the aid of which he can not, organize the use of a Language 
and maneuver its words to his satisfaction, a?'e the Conjunctions and 
other Connective Words loJdch form the articulations of Clauses into Sen- 
tences^ and of Sentences into discourse. The superior officers of the In- 
dividual Eegiments, so to speak, are the Verbs, one of which must 
always be found in each Complete Clause, and which govern the relations 
of the inferior words with which they are connected. It will be perceived 
again, from this illustration, how important it is that the study of Lan- 
guage be begun at the center, and proceeded with to the secondary centers, 
and so outward, instead of reversing the order and accumulating a mass of 
the mere unrelated atoms, which, in their proper relations, would go to 
constitute intelligible speech, but which, disconnected and incapable of 
use, embarrass the Learner all the more in proportion to the extent of his 
acquirements. 

Again, as the Complex (or Compound) Sentence is liable to occur, so 
far as the mental wants of the Learner are concerioed, in order to express 
the very first idea that he wishes to utter, and is certain to occur very 
soon, this sjoecies of Icnowledge can not he postponed, for the previous acqui- 
sition of a vast storehouse of Single Words and Simple Sentences, icithout 
throwing him into the most hopeless embarrassment. It is precisely at this 
point that all the previous Systems of Language-teaching have committed 
their grand error, and at which the Manesca-Ollendorfi^ System has rather 
'aggravated than alleviated the difficulty. The superiority of that Method, 
in substituting Actual Practice for Theoretical Rules and fruitless Analysis, 
and the Simplicity of Induction with which the whole is begun and 
seems to proceed, charm the Learner and arouse his enthusiasm. This 
lasts, perhaps, during a First Course ; when, finding that, from some un- 
discovered cause, he has, although apparently having learned a great deal, 
acquired positively no effective use of the language for a few seconds even 
of sustained conversation upon any subject, his interest flags, and he 
abandons the study with a mere shadow of the learning which he has 
every disposition to acquire. The man or the youth, of developed or 
incipient habits of thought, is charged and disgusted with over-doses of 
Soap and Sugar and Nails, unrelieved, through weary months o-f study, 
by the ability to express a single thought of his own in the new lan- 
guage, or discouraged by the fact that, though he can ask a thousand 
pimple questions, such as Avez-vous U chit? Have you the natl? he can 



GENERAL INTRODUCTION. 15 

not reply to one of them otherwise than by Yes or jVo^ or by reversing the 
words of the question itself— zJ^a^ he cannot^ at any rate^ frame any answer 
wldch would change the Tense or Mode of the Verd, which he is almost certain 
to wish to do, in order to answer at all accordirig to his thought. 

The reflective reader will now be able to detect the fault that is com- 
mitted, here, as in nearly every department of human affairs, by the over- 
zealous imitators of nature. The man or the youth is, as already said, no 
longer a child. He has, now, complex thoughts which the child has not, 
And it is for the purpose of uttering such thoughts as he actually has, that 
he demands the use of a language. The child has only simple perceptions 
or single aspects of an idea before his mind ; and, for his purjposes, single 
words or simple sentences are all that is needed. Hence, nature for the 
child of three years old^ is not nature for the child of ten, nor for the grown 
man, and any attempt to make the latter repeat the experience of the 
former will result in failure. He must use, and must learn, if he learn at 
all, through such faculties as he now has in activity, and with a view to 
the satisfaction of such mental wants as are now awakened, and not with 
reference to what he was at a former period of life. 

15. SECOND CLAnr of our method resumed. 

In accordance with these principles, the present System is the reverse 
of its predecessors as to the order of presentation of the Constituent Por- 
tions of Language. "We make a mere commencement, it is true, by exhibit- 
ing, in the first place, single words, and then proceeding to the construc- 
tion of single sentences; but, instead of remaining in these primitive 
departments of Language, with a view, in any degree, to exhausting them, 
we hasten forward, the very moment we have gathered the indispensable 
quantity of materials for doing so, to the construction of Compound Seii- 
tences, involving the iLse of two, three, or more Verbs, connected in all various 
ways, and inflected into every diffei^ent Mode and Tense. The principles 
of Oral Practice and of Constant Repetition are then applied with as much 
rigor as by our predecessors, but they are made to tear upon an entirely 
differenj, point — upon that which constitutes the real difficulty, and, when 
conquered^ the real mastery of Language — and not upon its mx)st facile ard 
insignificant portions. The acquisition of an extensive list of single words, 
of iS'ouns and Adjectives — the mere unwrought material of Language — 
and of their modifications of form and combinations in simple phrases, is 
left over to a later period. It is a work which the Student will accomplish 
at the end of the book, by subsequent study, by travel, by conversation, 
by reading, and by every means by which the new language is brought, 
even in the most incidental way, before his attention. 

It is another feature of this Method, that the Repetition is rather of the 
same Principle in different applications than of the same word, which 
last is apt to repel the Student ; or if, at any time, it is of the same word, 
that word is one of cardinal im.portance and not a mere undistinguished 



16 GENERAL INTRODUCTION. 

member of the great family of words — neither Jiorse^ nor sugar ^ nor soap 
nor nails, 

16. THIRD CLAIM OF OUR METHOD. 

Other features of the Method remain to be noticed in terms applicable 
to it as a whole, after which a particular Introduction will be made to this 
work. 

The most marked peculiarity of the Method, subsequent to what has 
been specified, is, in fact, only another application of the general principle 
of attacking and conquering the real difficulties of the Language, from the 
first, instead of wasting our strength upon that which is so easy as to 
require no exertion. 

The feature referred to is this. TTcose forms of expi-ession in icJiich the 
idioni of the French cont?'adiccs, or differs from^ that of the English are put 
prominently forward^ and in the first place in point of time ; ichile forms 
of expression parallel with the English idiom^ although they are far more 
common in French^ are left^ as it were^ to take care of themselves. In other 
words, the Unlooked for and Strange is made to he constantly present 
and PALPABLE, while that which is, naturally or from habit, anticipated^ is 
introduced as matter of course and hut slightly insisted upon. 

An illustration of the above principle of procedure will be found in 
the very first lesson of this work, in which Conjuguez-vous ? is translated 
Are you conjugating ? and Je conjugue, I am conjugating, instead of. Do 
you conjugate and I conjugate ; Je demande, I am asking, instead of, I 
ASK. The Learner would naturally expect to find I ask, rendered by two 
corresponding words as Je demande ; the other more definite form of the 
English verb, I am asking, he would be constantly tempted to translate by 
the three corresponding words in French, as Je suis demandant^ if he knew 
them, and it is entirely Unlooked for with him that Je d-emande should 
mean I am asking. The temptation to the false rendering is first neutral- 
ized, by us, by requiring him to make the translation hefo7'e he Tcnows ths 
words by which he could make a literal but less French rendering, and the 
strangeness to him of the correct French form corresponding to I am ask- 
ing is, in the next place, overcome, by continued repetition of similar cases, 
for a long time, before he is introduced to Je demande in its more familiar 
signification as I ask. I have known Pupils, after months of study, hesitate 
to render I am dancing, for example, by Je danse. The difficulty arising 
out of this marked difference of the French from the English Idiom is, 
by our system, met in the beginning^ and at once entirely overcome. 

In the same manner, Je suis is first introduced, not in its ordinary 
signification as I am, but in its exceptional use, where it is translated into 
English by I have; the Preterit Indefinite Tense Form J'ai parte, is intro- 
duced not as corresponding to the English Perfect, I ilvve spoken, as it 
frequently docs, but in its (for us) very exceptional and unlooked for mean- 
ing of, I spoke. So important has it been dccmc«l to drill the Learner 



GEN.ERAL INTRODUCTION. 17 

tlioroughly into this use of this form of the verb, that we have continued 
to use it in its sense of an Indefinite or Simple Past Tense, quite through- 
out the first two Courses, presenting it in its loolced for and, so to speak, 
natural meaning, as a Perfect Tense, (I have spoken), in the last Lessons 
of the Second Course only. The same order of presentation is pursued 
generally, upon all occasions. There are, however, soTne exceptions as 
mentioned in the next paragraph. 

Great judiciousness is demanded not to push a principle beyond its 
legitimate applications. The rule above indicated, of presenting the un- 
locked for and the exceptional before the anticipated and the ordinary, is 
sometimes limited by the nature of the subject. In the first place, the 
mind of the Student must not be over-burdened by the presence of too 
great a number of novelties at once ; and, in the next place, that which 
is somewhat unexpected in the new language, may be so much the rule 
there, that the exception to it becomes very soon the least expected of 
the two. 

An illustration of this last remark is found in the location of the French 
Adjectives. As English Adjectives are placed before the Noun, the Pupil 
would, in the first instance, expect the same thing in French ; but the rule 
there is so generally the contrary, the Adjective coming nearly always after 
the Noun, that the few French Adjectives which follow the English idiom 
are entitled to be considered as the exceptions not for Frenchmen only, 
but for the learner of French also. Hence, we have introduced the handful 
of French Adjectives w*hich precede the Noun, first, as well for this reason 
as for the other mentioned above, namely, not to crowd too many novel- 
ties upon the attention of the Learner at once. 

17. FOUBTH CLAIM OF OUE METHOD. 

The next feature of this Method (of which the present work is the 
first application) is the individualization and system which pervade every 
part, causing the presence of classification and distinctness at a thousand 
points which it would be tedious here to mention, and the full force and 
value of which the Teacher and Student will only appreciate after the 
most thorough familiarity. 

18. riFIH CLAIM OF OTTS. METHOD. 

The next peculiarity is the variety of system which this Method per- 
mits and encourages on the part of Teachers and unassisted Learners. 
The individuality of the human race has seldom been sufficiently recog- 
nized in the business of teaching and in that of the preparation of In- 
struction Books. If it were so, the so-called precise Methods would be less 
in vogue. No system is, or can be, sufiiciently complete to answer exactly 
and absolutely for all varieties of mental organization and all grades of 
intelligence. Some learn best by patiently plodding through a multitude 
' of examples, others by abstract general rules, some by the rapid evolutions 



18 GENERAL INTRODUCTION. 

of class exercises, others by solitary study, and so through an infinite variety 
of other modilications of method. Every Student, wlio is a Student^ has, in 
some sense, a Method of his own, which will always modify the Methods ten- 
dered to him by the Teacher and the Book-maker ; and the Teacher and the 
Book-maker, who best understand their appropriate spheres of labor, will, so 
far as practicable^ leave untrammeled, and even encourage, this species 
of difference. The necessity of adopting some system, in the structure 
of the book, and in the conduct of classes progressing together, necessarily 
compels the Student to a degree of conformity. Nature has an infinite 
variety of metliods, while we are restricted, practically, to a few ; let us then 
make those few as elastic and adaptable to different circumstances and 
natures as possible. One of the defects of tlie System of Manesca, which 
has greatly contributed to prevent his work from being popular with 
Teachers, is the rigid despotism with which he prescribed the manner in 
which they were to make use of his book, without sufficient consideration 
for the individualities of circumstances and persons. We have no other 
recommendations to make, in this respect, either to Teachers or unaided 
Learners, than that they nj^KC such use of our labors as they find prac- 
tically will best aid them to teach or to learn. 

19. BESPECTIVE QUALIFICATIONS AND LABORS OF THE ASSOCIATE AUTHORS. 

It is next to impossible that a single individual should have an equal 
command of all the minutiae and intricacies of two Languages. An Inter- 
national Grammar requires, therefore, for its highest perfection, the colla- 
boration of two parties speaking the two Languages as their respective 
vernaculars. Most books treating of English and French bear the marks 
of the native language of the Author. They are apt to be un-English 
if he is a Frenchman, un-French if he is an American or an Englishman, 
and bad French and bad English if he is a stranger to both Languages. 
Even when . two Authors of the proper nationalities and qualifications, in 
other particulars, have given their respective touches to the same work, their 
labors have generally been separated in time or place, or both, and have 
«o been deprived of the advantage of continuous mutual consultation and 
•comparison of the two Languages. 

In our case, we submit to the Public whether a happy conjunction of 
qnalifications and opportunities may not have overcome, in an unusual 
'degree, this class of obstacles. 

My own mother-tongue is English, a language to which I have given 
an unusual degree of attention, both from taste and the nature of my 
pursuits, especially in the propagation of Phonography, in which I took, 
some years ago, a very active interest, and from devotion to Philology as a 
p.tudy. 

The maternal language of Mr. George Batciielor, notwithstanding his 
English name, is French, which language ho has also cultivated with 
Rssiduity. 



GENERAL INTKODUCTION. 19 

The original plan of this work was my own, and resulted out of my 
more extended course of philological pui'suits and investigations, the spe- 
cific results of which will be given to the world in a distinct series of 
publications. The interest and value of the present work, it is hoped, 
will, for that reason, increase with the appearance of other works in course 
of preparation. In those works, the facts and principles of General 
Philology will be exhibited in a manner equally as new as the arrangement 
of the present work, and with a view to popularize a study now confined 
to the narrow circle of professed scholars. 

The design of the present work having been conceived* and sketched 
as to its general outhne, the necessity for vernacular French talent to aid 
in its thorough execution being fully appreciated, and my own time being 
prospectively filled for several years, at least, by other related pursuits, 
I associated with me, in its authorship, Mr. Geoege Batcheloe, whom I 
selected with a view to his special qualifications, and entrusted the detailed 
execution to him. In this labor, he has exhibited Sii untiring perseverance 
and a high order of originality, and has therely greatly augmented the 
value of the work over what it could otherwise have been. His patience 
in details has added another important element of perfection. 

Our respective relations to the work are as follows : 

The Philological System is my own, and is, in aU its leading features, 
equally applicable to the teaching of other languages, to which it is part of 
my plan at an early day jo apply it. By this, I mean the view taken 
of the constituent portions of a Language, and the appropriate order 
of procedure in introducing the Learner to a knowledge of the materials 
of which a Language is composed, as explained in this Introduction. This 
System of Lingual Study is illustrated in this work by exhausting the 
Modes and Tenses of the Verb in the First Course, using only the First 
and Second Persons, in doing so; in making the Conjunction the most 
prominent functionary in the evolutions of speech, and s(^ in passing 
directly, in the beginning of the study of a Language, to the use of the Com- 
plex Sentence, Its minor attributes are too numerous to be specified here, 
but will readily appear upon a slight attention to the subject. 

In respect to execution, this Introductory matter, the Treatise on Pro- 
nunciation, and the longer Philological Notes, amounting to Treatises on 
the Parts of Speech, the Modes, the Tenses, etc., are from my hand. 

The remainder of the Work ; aU that relates to the special structure 
of the French Language, including the valuable and exhaustive view 
of the Eefiective Verbs in Eleven Categories, the particular handling of the 
materials, the Construction of the Lessons and Exercises, and of the 
minor Critical Notes, are the work of Mr. Batcheloe. 

At the same time, we have freely interchanged our views with each 
oth^er upon every part of the work, and have finally gone over the whole 
together, comparing, correcting, and perfecting it, as far as possible, in 
every department. 



20 GENERAL INTRODUCTION. 

20. RE-STATEilENT OF THE SEVERAL SYSTEMS OF LINGUAL STUDY. 

There are, including that now offered to the public, three principal 
Systems of Lingual Study. The first and oldest, consisting of a merely 
grammatical analysis of a Language, with a body of verbal rules, may be 
called the Grammatical System. The second, which proceeds upon the 
simple imitation of nature in the experience of the child — without rules — 
is called the " Oral System," or, as I have denominated it, the Manesca- 
Ollendorff System. For his time, and in a field so untrod, the work of 
Manesca is a monument of industry and genius. In his hands the French 
language underwent an original and laborious, though, necessarily, still a 
partial investigation, in the point of view which relates to International 
Grammar. His successors, upon the same System, have been editors, more 
or less able, of facts and ideas not essentially new, displayed in a form 
more or less novel and well devised for the end in view. The Third 
System is that here presented, and which I have denominated the Philo- 
logical or Integral System, embracing Grammatical Analysis and Eules, 
on the one hand, and the Imitation of Nature in Practice, on the other, in 
an appropriate order and induction of the materials of a language adapted 
to the combination of the habit of reasoning and of imitation in the adult 
mind. I may venture to associate my own name with this System for the 
- resent, and until, at least, it shall have established its claim to be regarded 
ts the System truly adapted to this branch of Study. 

Stephen Pearl Andrews. 



SPECIAL INTEODUCTION. 



1. DIVISION INTO FIVE COURSES. — CONTENTS OF THE FIRST COURSE. 

In carrying out tlie views, explained in the preceding General Intro- 
duction, of the true method of the study of a Language, we have selected 
the First Person Singular and the Second Person Plural of the Verb, parts 
which enter with greater frequency than any other into direct conversa- 
tion, and, neglecting all the other Persons and their corresponding forms, 
have led the Student rapidly forward to a complete acquaintance with the 
Verb in all its Modes and Tenses, and the interrelations of the Modes 
and Tenses in the Complex Sentence — using, for illustration, those two 
Persons only. The Book is divided into Five Courses, the first two of 
fifty-one Lessons each, the others somewhat less extensive. At the end 
of the first Course, the Scholar will have met and conquered the main 
difficulties of the Language, and will be able to frame sentences and con-^ 
duct conversation to a certain limited extent, confining himself to such 
objects and events as relate to himself and the person with whom he con- 
verses. Of course, his vocabulary will be much restricted even here. No 
Verbs but those of the First Conjugation will have been introduced, but 
he will have obtained a freedom in the use of the different Modes and 
Tenses and a confidence in his knowledge, -^vhich will greatly encourage 
him to proceed. 

In the running commentary upon the Lessons of this Course, con- 
tained in the Observations, the Learner will have obtained a general under- 
standing of all the Parts of Speech, Modes, Tenses, etc. ; in fine, almost 
a complete body of Grammatical Instruction. There are more than Six 
Thousand verbs belonging to the First Conjugation, and varied like those 
contained in this Course, while all the remaining verbs of the Language 
amount to only about Six Hundred. This fact, together with the mass 
of grammatical knowledge acquired and the facility of practice upon all 
the three departments of the materials of Language, up to, and including, 
the Complex Sentence, will indicate the great stride which the Pupil must 
have made in learning the French Language, when he has gone thoroughly 
Marough this First Course. 



22 SPECIAL INTRODUCTION. 

The Course contains a special Treatise on Modes, which, will be found 
to put that difficult subject within the comprehension of the most ordi- 
nary intellects. 

2. CONTENTS OF THE SECOND COURSE. 

This Course repeats all the Modes and Tenses of the First Conjugation, 
introducing the Third Persons Singular and Plural, the First Person Plural, 
and the Second Person Siiigular, of Verbs and Pronouns, which had been 
previously omitted. It also finishes the exhibit, begun in the First Course, 
of the Eeflectivc Verbs in their several categories, and of the Neuter and 
Passive Verbs, and presents a number of idiomatic phrases. It introduces 
and exhausts the Conjugation of the Auxiliary Verbs, Avoir and Utre, and 
ends with the Concordances, and a thorough Treatise on the nature, of 
the Tenses. 

3. CONTENTS OF THE THIRD COURSE. 

This Course includes the Verbs of the Second Conjugation, the forma- 
tion of the Feminines of Adjectives, and that of Adverbs in ^jnenU Axl 
the Irregular Verbs of this Conjugation are presented in this Course. They 
are introduced in the alphabetical order of the letter which precedes the 
termination .,.ir. The regular Conjugation is then presented last. 

4. CONTENTS OF THE FOURTH COURSE. 

4. This Course contains all the Verbs of the Third Conjugation, in 
the same order as the Irregular Verbs of the preceding Course. They 
are characterized by the termination ...oir, and it is hardly possible to say 
that one is more regular than another. We give, here, also, the Gender 
of Nouns, and the Number of Nouns and Adjectives. The method of 
their treatment will be found quite satisfactory. 

5. CONTENTS OF THE FIFTH COURSE. 

This Course contains all the Verbs of the Fourth Conjugation, charac- 
terized by the termination ...re, also in the same order, the Ecgime of the 
Adjectives, and a completion of the view of the Adverbs, Prepositions, 
Conjunctions, etc., and of the government of the Subjunctive Mode. 

6. OUR TREATMENT OF THE PRONUNCIATION OF THE LANGUAGE. 

The Treatise on Pronunciation following this Introduction will bo 
found to be quite new, and, in one sense, thorough and complete, although 
still not exhausting the minutiaj of the subject. A treatise on Sounds is 
attended by the same difficulties as a treatise on Colors ; the broader dis- 
tinctions are obvious to nil, while the smaller ones shade into each other, 
and are only detected, as distinct, according to the natural or cultivated 
acutcncss of the sense which appreciates them, and which varies greatly 
in different individuals. In relation to the pronunciation of different Ian- 



SPECIAL INTRODUCTION. 23 

guages, there is an additional source of embarrassment, in tlie fact, that t]ie 
letters and combination of letters, which denote the sounds, have different 
values— that is, they represent different sounds in the two languages ; 
and finally, in relation to both the French and the EngHsh, the orthogra- 
phy of which is very irregular, the same letters or combinations are liable 
to represent different sounds in the same Language, and the same sound 
to be represented by different letters and combinations. 

In the midst of these difficulties, it requires great judiciousness, in 
treating of French Pronunciation especially, to present to the Learner 
just so much as it is indispensable for him to know, in order to a genera, 
and comprehensive understanding of the subject, and yet not to over- 
burden him with details, many of which are too minute to be acquired 
otherwise than by long practice and careful observation in the actual use 
of the Language — and often unimportant, except to the purist or pre- 
cisian in matters of orthoepy. The only absolutely thorough and scien- 
tific method of treating the subject of Pronunciation is the Phonetic 
Method, but inasmuch as languages are not now phonetically written and 
printed, the Orthographic Method assumes a prior importance, and the 
writer is compelled to a judicious compromise between the two. 

7. POPULAB SUPERSTITIONS RESPECTING THE LEARNING OF FRENCH. 

There is a popular prejudice against the partial study of Languages, 
and especially, perhaps, of the French, which is embodied in the poetical 
adage that " a little learning is a dangerous thing;" or, otherwise, it is a 
prejudice against a smattering of this kind of knowledge. A smattering 
of any knowledge is not so good as a thorough familiarity with it, but it is 
far better than no knowledge, and must always precede and form the 
basis of the full acquirement. The only folly is, to mistake partial for 
complete knowledge, or to play it off* for more than it is. It is this habit 
which marks the pedant and creates the prejudice in question. So far 
from fearing to possess a slight knowledge of French, we would recom- 
mend to svery one, of whatever age, into whose hands this volume falls for 
an hour, to study so much of it as they may, though it should b<3 no more 
than a single Lesson. This may create a taste and open the way for the 
future acquisition of the whole Language, and, at this day, when French 
sentences are interlarded in almost every species of writing, the least 
extended knowledge of the language can not be whoUy useless. 

There is another prevalent opinion, that one must not study French 
unless he has the advantage of a Native French Teacher to give the Pro- 
nunciation ; and, with some, this goes so far that the Teacher must always 
be from Paris ; as if educated people everywhere did not speak suflaciently 
good French. It is thought that there is great danger of falling into a bad 
habit of Pronunciation, etc., which must be guarded against by not learn- 
ing at all ! This is all very absurd. Begin fearlessly to learn all that you 
can, with such means as you have, and learn more of every person yoa 



24 SPECIAL INTRODUCTION. 

meet, who has some knowledge that you have not. The habit, on your 
part, of observing different Pronunciations, and varying your own to con- 
form to that which you find, as you proceed, to be most cuiTent among 
refined and educated people, is worth far more, both for French and 
English, than access to the most exalted authorities. It is an unsettled 
question, even in France, whether Parisian Pronunciation is the best, and 
it is certain that it is more fluctuating than that of tLe body of the nation. 
So, again, Teachers, who have but a partial acquaintance with French, 
hesitate to give instruction in that branch. This, too, is foolish and 
unnecessary. Let them simply not pretend to more knowledge of the 
Language than they have, so as never to be put in an unpleasant position 
before their Pupils, and then unhesitatingly teach so much as they know, 
to all who desire to learn. With the new facilities which we now offer for 
the acquisition of this useful and almost indispensable Language, we may 
almost anticipate that Americans will become a nation of French Scholars, 
knowing at least so much of the Language, that those who know less will 
have the preliminary knowledge necessary to enable them to profit by 
association with those who know more. 



FEENOH PEONUNCIATION. 



DISTINCTION BETWEEN SOUNDS AND LETTERS. 

1. Both the French and the English Languages are very irregular with 
respect to their Orthography. Both Languages bave more Sounds than 
they have Letters in their Alphabets to represent them, so that the same 
Letter sometimes stands for several different Sounds, and sometimes 
different Letters or Combinations of Letters are used for the same 
Sound. Again, the Learner must not expect, in learning another language, 
that all the Letters will be pronounced uniformly in any such way as he 
has been accustomed to hear them in his own. 

2. For these reasons it is very necessary to distinguish a Sounds which 
is that which we hear with the ear, from a Letter^ which is the sign of a 
Sound, and which is addressed to the eye. 

THE FRENCH ALPHABET, 

3. "The French Language has an Alphabet of twenty-five Letters, which, 
with their names, are as follows : 

A B CDE F G HI 

ah bay say day a eff zhay* ash ee 



J 

zhee* 


K 

kah 


L 

el 


M 

em 


N 
en 







F 

pay 


ku air 


S 
ess 


T 

tay 


U 

u 


V 

vay 


X 

eeks 




Y 

ee-greck 


Z 

zed 



* Zh pronounced like z in Gla z ier. 
Words properly French have no w ; when that Letter occurs in English 
and other foreign words, it is pronounced like v. It is not important 
for the Learner to give the French names to the Letters. They do not, 
any more than the English names, represent the actual Sounds. 

DEEINITION OF VOWEL AND CONSONANT SOUNDS. 

4. A Vowel-Sound may be defined, to be the smooth or harmonious 
emission of sounding hreath'j as^ e, a, ah, modulated, hut not obstructed 
ly thfy organs of speech. 
2 



26 FRENCH PRONU^-ciATION. 

5. A Consonant-Sound is a sowid made either hy a complete or partial 
contact of the organs of speech^ ohstructi/ng the sounding hreath, in soms 
degj'ee^ varying from an entire break or stoppage of ity as p in Kap, b in 
EoB, etc.y to a simple roughness or aspiration impressed upon a VowpZ- 
Sound^ as h in Heat, Hate. 

The Consonant-Sound differs, therefore, from a Vowel-Sonnd, much 
in the same manner as a crack, a crash, a hiss, or other rough sound, 
differs from a musical one. The Consonants, being thus the harsher 
elements of Language, form, like the bones of the human body, the sub- 
stantial frame-work of speech. The Vowels, then, fill up the outlines, 
and make the perfect and harmonious development of Language. 

vowel-letters and signs. 

6. Five of these Letters are called Vowel-Letters. They are, a, e, ^, o, u; 
y is also often a Vowel-Letter, and is then pronounced the same as i. In 
other situations, it is pronounced like the English y, when we regard it as 
a Consonant-Letter, (See 29.) The rest are called Consonant-Letters. The 
Yo^^Ql-Sounds are much more numerous than the Yo^qI- Letters. This 
defect is partially supplied, in French, by certain diacritical marks placed 
over the Vowel-Letters. 

DIACRITICAL (ACOENT) MARKS. 

7. The French Accent-Marks are : 

/ called Accent Aigu^ Acute Accent. 
\ called Accent Grave^ Grave Accent. 

A the combination of two lines (Acute and Grave), called the 
Accent Circonfiexe^ Circumflex Accent. 
These marks (called diacritical, meaning merely marks to distinguish one 
thing from another) have been improperly called Accents^ because they 
have the same shapes as accent marks. By means of them, we have really 
nine marked Vowel-Letters in addition to those Simple Vowel-Letters that 
appear in the Alphabet. They are as follows : 

d, a, e, e, e, i, 6, -w, u. 

These signs have nothing whatever to do with Accent, in the English 
sense, which is a stress of voice on a particular Syllable. They serve 
only to make nine additional Vowel-Letters, the pronunciation and uses 
of which are to be learned just as those of any other Letters are. The 
so-called Accent-Mark may therefore be regarded as part of the Letter to 
which it is attached, like the dot over i or y, and as having no other 
meaning. 

COMBINATIONS OF VOWEL-LETTERS (CALLED DIPnTIIONGS). 

8. There are still other Vowel-Sounds which are not provided with any 
Blngle Vowel-Letters, for which reason Combinations of Vowel-Letters 



FRENCH PRONUNCIATION. 27 

are used, as we, in English, use au in au tumn and aw in aw ful, for a 
Sound for which we have no proper single Letter, (although we, at other 
times, represent the same Sound by an a, as in «^ll, h^ll.) In French, 
eu and ou^ for example, stand for Sounds for which there are no single 
Letters. These Sounds will be described presently. In both Languages, 
however, such Combinations of Letters are often used for Sounds for 
which there are, at the same time, appropriate single Letters. This 
belongs to the irregularity of Orthography, mentioned above. For ex- 
ample, au and eau have the same Sound, in French, as o, as they have 
also in certain English words taken from the French : H au tboy, pro- 
nounced liohoy j Beau and BuBeaw, pronounced bo and duro, etc. 



9. In addition to the so-called Accent-Marks over the Vowel-Letters, 
there is the Dieresis, called, in French, Trema or Dierese^ consisting of 
two dots placed over 6, i, and u, thus : 6, -i, u^ to indicate that these Let- 
ters do not form part of a Combination, but are to be pronounced as 
single Vowels, in a distinct Syllable ; as in BapJiaM^ Eaphael, pronounced 
in three Syllables as in English ; Nawete^ Sdiplicity, pronounced na-iv-U ; 
Saul^ Saul, pronounced Sa-uZ, The Trema has also another use which is 
mentioned below. (65-v.) 

NUMBER AND GENERAL DIVISIONS OF THE FRENCH SOUNDS. 

10. There are, in the French Language, about Thirty-Five Sounds. A 
very close analysis might discover several more, br;t it is not well for the 
Beginner to concern himself with niceties before learning what is obvious 
and necessary. 

11. Of these Sounds there are Sixteen which are Consonant-Sounds, 
all of which are heard in English; Thirteen ordinary or oral (or moiitli) 
Vowels, most of which belong also to the English ; Four nasal (or nose) 
Vowels, which form a peculiar class not heard in English ; and Two am- 
biguous Sounds, represented in English by w and y. 

VALUE OF THE CONSONANT-LETTERS. 

12. The Consonant-Sounds heard in French are those usually repre- 
sented, by us, by the Letters 5, ^, /, g^ (hard as in ^tve), sh^ zh^ (z in Gra- 
zier, s in Pleasure), X', I, my n, ^, r, s, ty -y, and 0. 

13. The sA-Sound is usually represented, in French, by c7i as it is in 
the English word c7i aise (72) ; the ^A-Sound by j uniformly, and by g 
before i (y), and e (^', e, e), (62). The other Consonant- Sounds are gene- 
rally represented as in English. 

general value of the five alphabetical vowel-letters. 

14. The value of the Vowel-Letters of the Alphabet is different, in the 
European Languages generally, from what it is in English, and may be 



28 FRENCH PRONUNCIATION. 

stated as follows : a is equal to ah in English ; e, to the name we give to 
the Letter a in the Alphabet, or to the first a in P<z-ternal ; i to ee^ or i 
in Fat i gue ; o to English omVo -tential ; and w to oo as in E 0(? l ; or, 
as follows : 

1. a <=> ali^ or the second a in Alo^s. 

2. e = «, or first a in P (Eternal. (Fr. L) 

3. i = ^j ee^ or i in Fat i gue, Mach ^ ne. 

4. = <?, or mii in B eau, 

5. w = 00, or in Move. (Fr. ow.) 

This is the usual significance of these Letters in Ita^an, Spanish, German, 
etc. These Five Sounds will be referred to as the First, Second, Third, 
Fourth, and Fifth European Vowel-Sounds, and will be taken as fixed 
points of comparison. The Scholar should learn them thoroughly. 

15. The French Vowel scale agrees with this General European scale 
except as to the Second and Fifth Letters, e and ii^ which are exceptional 
in French and require to be particularly explained. 

16. The Second Sound of this scale is represented, in French, by e 
(accent aigru), as in ete, summer, pronounced, in English Letters, a-ta, 

17. The Fifth Sound of the European scale is represented, in French, 
by the combination of the Vowel-Letters ou, as it is in the English word 

Ue. 

18. The French Letter c, without any Diacritical Mark, (that is, not e, e, 
nor e,) has a pronunciation and use which are very characteristic of the 
French Language, and require particular attention. It represents a very 
indistinct and feeble Vowel-Sound, which is often heard in English ; but 
which, as it is represented, in English, by no particular Vowel, uniformly 
— and as it is apt to be changed into a more definite Sound so soon as we 
attend to what we say — must be learned by a description rather than by 
simple examples. It is substantially the Sound which is given to each 
of the English Vowels in turn, when followed by the Letter r in the end 
of a word, as in He e. Pap 6 r, S ^ r, My rrh, Hon or, He rd, B i rd, 
S w RD ; and in the unaccented Syllables of many words as a like, Appa- 
r^nt, Int€R6st, Boston, etc.; which are apt to be pronounced -w/iLiKE, 
APPAR u NT or APPAR ' NT (with almost no Vowel-Sound heard), ist u-ru st 
or int' RWST, and Boston or Bost' n ; which slight Vowel, or no- Fowel^ is 
then precisely the French e. This the French call, on account of its ob- 
scure Sound, or, in many cases, want of Sound, e muet, e mute, or silent 
e, Worcester, in his English dictionary, calls this same Sound the obscure 
Sound of the English Vowels. Other Phoneticians call it the natural 

Vowel from its being uttered with the least possible effort — a mere breath- 
ing or slight grunt, and not a distinct Vowel-Sound made by painstaking 
in adjusting the organs of speech. (It is the Hebrew schwa.) 



FRENCH PRONUNCIATION. 29 

19. This French Vowel, e^ has different degrees of distinctness accord- 
ing to its location. In the end of words having more than one Vowel, it 
is, in ordinary speech, entirely silent, and deserves its name e muet or 
MUTE E ; thus, in Scie^ Saw ; ^obe^ Kobe ; Prise^ Taken ; Parle^ Speak, 
the final Vowel is not pronounced at all. After a Consonant, it is often 
heard in singing, however, as a Syllable, (consisting of the breathing or 
slight grunt described above), and, in poetry, it is then reckoned as a foot or 
eyllable. Hence, it is, in this situation, always regarded as a Syllable, by the 
French, who seem to fancy that they hear a shade of the Sound in the mere 
escape of breath that attends the opening of the lips or other organs after 
uttering the final Consonant, as rob\ Hence, such words as robe are 
called, in French, hardly with reason, words of two Syllables ; such as 
Expose^ words of three Syllables, etc. 

20. The (') will be used, in this Treatise, to" represent the supposed 
and occasional presence of this slight Vowel, following a Consonant- 
Sound, and, when used, will always indicate that the Consonant-Sound 
itself is to be fully pronounced, with its natural value. 

21. When this Vowel follows another Vowel at the end of a word, it is, 
however, always entirely silent, as Arme-E^ Army ; Aime-E, Loveb; Oreeis, 
Created. A final 5, added to the otherwise final 6, not itself pronounced, 
does not at all change the pronunciation of the word ; hence, Sommes^ 
Sums, is pronounced the same as Somme^ Sum, and nearly the same as the 
English word ; Aimees, the same as Aimce, and this, again, the same as 
Aimes and Aime, all pronounced erne, (or, in English Letters, a-7na.) 

22. ^, ^, before another Vowel, is sometimes entirely silent, as in Jean, 
John, which is pronounced as it would be if written Ja^ = zhati, and 
sometimes it enters with the following Vowel into a combination like eu, 
for which see what is said of Vowel Combinations. (49.) 

23. It is also entirely silent when it is inserted after a c or ^, merely to 
prevent those Letters from retaining their Guttural Sounds, which they 
would otherwise do before the Open Vowels (a, o,) as Doiui e dtre^ Sweetish, 
pronounced DooQatr\ and which, without the e, would be JDooTs.atr' ; so, 
Mang e ai, I ate, pronounced Man zh ^, which would otherwise be Man g ak 
(65-1.) 

24. In words of one Syllable ending in ^, as Le^ Me, Se, pronounced 
alone, the Vowel-Sound, though still a mere breathing of the sort de- 
scribed, is necessarily somewhat more distinctly made, to enable one to 
utter the Consonant, which can not be uttered without some portion of 
Vowel-Sound. It is like the last Sound in PAPer, when no pains is taken 
to pronounce the ^, — when, rather, it is entirely dropped, as it is apt to be, 
by careless speakers of English. The Sound is not, therefore, in any 
case, so strong as in H^k, S^e, M^/keh, etc., although it is of the same 
quality. In this and similar cases, the e may be called Semi-Mute. 



80 FRENCH PRONUNCIATION. 

25. When several of tliese small words succeed each other as in the 
sentence : II est surp74s de ce que je le vendais, IIje is surpkised of that 
(that) I IT SOLD (sold it) ; some of these so-called Mute or Semi-Mute e's are 
pronounced more distinctly, and some of them less so, or not at all. The 
whole succession of words is, as it were, run together into one word, com- 
posed of the Consonants, with only so much of Vowel-Sound as is neces- 
sary to ease their utterance ; thus, de ce que je le frequently becomes, as 
we might represent it m English Letters, du-s-kw-zhu-l^ pronounced in that 
easy and gliding manner, which gives the gtneral impression that French 
is spoken with great rapidity, and which is, m fact, the most remarkable 
and distinctive peculiarity of French Pronunciation. Attempts have been 
made to establish rules as to which of these successive Mute or Natural 
Vowels, in such cases, are to be suppressed, and which slightly uttered ; 
but different speakers differ, and the same speaker differs with himself at 
different times, when he speaks more or less deliberately, as we do in the 
greater or less distinctness which we giye to Unaccented or " Obscure" 
Vowels. The general rule is to pronounce, in this respect, in such a way 
as will most facilitate the rapid and easy utterance of the phrase. The 
spirit of French Pronunciation depends, more than on anything else, 
upon seizing the rapid and fluent mode of speaking these groups of 
small words, as if they belonged together as one word. At the same time, 
the prevalence of this Obscure Vowel gives to the whole Language a cer- 
tain degree of indistinctness, so that a considerable practice of the ear is 
requisite to enable the Learner to catch the words when spoken, with which 
he may be quite familiar when he sees them in print. 

2^. The e (without an Aceent-Mark) is, howevcfl*, in certain situations, 
pronounced like e, 6, or e ; like e especially in the termination ..,er of 
Verbs, in which the e is e, and the r silent ; as, Farl^^^ To speak, pro- 
nounced Par-le. (120.) 

27. The French u has not the open sound of 0(?, which is the Euro- 
pean value of this letter, nor is it regarded as exactly that which we give 
to u in any case in English. It would be very difficult to distinguish it, 
however, from the most common pronunciation of that Vowel in the last 
Syllable of the English words Aven u e, Eeven u e, in which the Sound 
differs from oo or yoo^ by being more slender, the lips being a little less 
rounded, and also by being a pure Vowel without the Sound of y pre- 
fixed. 

The difficulty of explaining this Sound lies in English habits of pro- 
nunciation, and not in the French language. It is because our own u 
has no fixed or uniform character, that we are unable to refer to it with 
any certainty that we shall be understood alike by different readers. The 
irregularity is of two kinds. Firstly, we, in many cases, prefix to the 
proper value of this Vowel the slight Consonant-Sound of y, so that 
U nion is exactly equivalent to Yu nion. The French n^ver do this, but 



FRENCH PRONUNCIATION. 31 

retain for the u its simple Vowel-Sound, such as it would he without this 
Consonant addition. Secondly, when the English u is so placed that this 
^-Sound can not well be crowded in before it, as in Aven-z^e, many 
speakers, not catching the real Sound of w as a Simple Vowel, pronounce 
it oOj and some writers on pronunciation authorize this as correct ; by one 
means or other, therefore, the real Simple Vowel-Sound of u is nearly 
banished from the Language. This Simple Vowel-Sound ofu, in English, 
if rightly appreciated, as clear of any quality of the i/ on the one hand, 
and as distinguished from oo on the other, is not materially different 
from the French u. The Erenchman protrudes the lips, perhaps, a little 
more, making the Sound a little more slender than that of the Sound 
of the English u in any case. 

Wand T. 

28. The w Sound, though not recognized as French, is heard and 
represented by ou (equal to oo)^ before another Vowel, as in Ouate^ Wad- 
ding-, and is also involved in the Combinations oi, oy. (56, 57, 58.) 

29. The y in the middle of a Syllable is a Vowel-Letter, equivalent to 
i, as it is in English ; thus, Style^ Style, is pronounced as it would be if 
written Stile^ that is, in English Letters, Steel. At the beginning of a 
Syllable it is a Consonant-Letter, pronounced the same as in English, as in 
Teux^ Eyes, Finally, it sometimes preserves this same Consonant-Sound 
after another Consonant-Sound in the beginning of a Syllable, and in the 
end of a Word or Syllable, in French, which it never does in English (67). 
Being the last Letter of a Vowel-Combination, which is followed by 
another Vowel, it often has a double effect, first, as part of the Combina- 
tion, and then as a Consonant beginning the next Syllable. (46, 48, 58,) 

PROrnXNOIATION OF THE (ACCENTED OR) llifARKED VOWELS. 

A a, 
80. This Letter (with the Grave Accent-Mark) does not differ at all, in 
pronunciation, from simple a (ah), and is only used to distinguish cer- 
tain words, to the eye, which are pronounced alike ; thus, La^ There, 
La, The or It ; ^, To ; fl^ Has ; etc. The cases are very few. 

A a, 

31. This letter does not differ frord a (ah) in quality. It is usually 
long, like a in Father, but not always so. With some speakers it is a little 
broadened, approximating the Sound of English a in A ll. It intimates, 
etymologicaliy, that an s following has been omitted ; thus, Nous gatames^ 
We spoiled, was formerly Nous gastasmes^ 

E €, 

32. This Letter (called e aigu^ or sharp e, by the French, surmounted by 
the^ Acute Accent-Mark) has the Sound of the English name of the Letter 
«, or of <z in P^per, except that we are apt to draw out that Sound very 



32 FRENCH PEON UNCI ATION. 

long in English, and let it terminate in ee^ making of it really a diphthong^ 
ai-ee^ as in Day ^ F^te; while in Frencli it is always the pure and simple 
Vowel-Sound, shorter and more neatly pronounced. In the English, words 
M ASTERNAL, PATERNAL, ctc., in which the Accent being removed from the 
a, the temptation is wanting to prolong the Sound, we utter exactly tho 
Sound of the French e, as in eU (in English. Letters, a-ta) Suioier ; e])ee^ 
(in English Letters, a-^a), a Sword. (14, 16, 191.) 

He. 

33. This Letter (called e Graxse^ or Grave e by the French, surmounted 
by the Grave Accent-Mark), is the same as the English e in M ^ t, ex- 
cept that it has not the characteristic of abruptness which the English 
Short Vowels have, and is not, like them, always followed by a Consonant- 
Sound. It is sometimes a little prolonged, as in Succes, Success. 

El 

34. This Letter (called e Circonfiexe or Circumflex e by the French, 
from its Circumflex Accent-Mark) has substantially the same Sound as e. 
It is considered to be a little more open and prolonged, but the distinction 
is not observed with any regularity ; it occurs in Meme, Self, or Same, and 
indicates etymologically that a following s has been omitted, the old spell- 
ing being Mesme. 

35. These three Vowel-Letters, e, ^, and e^ are never silent, and never 
enter into Combinations. 

/A 

36. This Letter is the same as % in pronunciation. 

OL 

37. This Letter is the same, in quality, as o. It is usually long in 
quantity. (14.) 

U u, 
88. This Letter only occurs in the Vowel combination and word, Ou^ 
Where, which, it distinguishes, to the eye, from Oi(>^ Or, having the same 
pronunciation. 

39. This Vowel does not differ in value from u. 

PR0NUN0LA.TI0N OF THE COMBINATIONS OF VOWEL-LETTERS. 

Ai. 

40. These two Vowels, coming together in this order, make a Combina- 
tion which is pronounced like e, 6, or 6, that is, like some shade of tho 
second Sound of the European scale, as the same combination is in the 
English words Maid, Sail, etc. J''aiinai, I loved, is pronounced, for 
example, precisely as it would be if written J^eme^ and the two Syllables 
of Ai-me^ A'l-mee^ Ai-mes^ or Ai-mees, Loved, are pronounced in tho same 
way, the final e, 5, and es not being heard at all. (111.) 



FKENCH PRONUNCIATION. 88 

41. Ai is pronounced like a simple a (ah) before double Uy or, at the 
end of a word, before a single ?, when the Ws are liquid. For examples, 
see remarks on liquid I. (70.) Of course the Trenia (Dieresis) prevents 
the two Vowels from coalescing into a Combination, as in Sinal^ Si-na-i. 

Aie. 

42. Is pronounced the same as e, 6, or I, as, Plaie^ "Wound, pronounced 
as if written _p^, etc. (46.) 

Ao. 

43. Is sometimes a Combination, pronounced like <?, as Aoriste (orisf), 
AoRisT ; and sometimes with the Vowels distinct, as Cacao (ca-ca-o), 

Cacao. 

Aouy aou, 

44. Is similar to ao in this respect ; that is, it is sometimes equiva- 
lent to ou (oo), as in Aout (pronounced simply ou, the t silent), August, 
while, in other cases, the a makes a distinct Syllable, as GaoutchoiLc (ca- 
ou-tchouc), Caoutchouo. 

Au. 

45. Is pronounced the same as o, as it is in the English H au tboy. 

Ay. 

46. Is the same as Ai^ and therefore the same as e, e, or e, as La Raye, 
{La e) The Hague. When s follows, the y has the Sound of i, and ay is 
then pronounced e-i, as Fays, Country, pronounced Pe-i ; in proper 
names, it is a-y, as Bayard, pronounced Ba-yar ; La Fayette, pronounced 
La-Fa-yet' (or, in English letters, Lah Fah-yet). Before another Vowel, 
the y has usually a double effect ; first, uniting with the a, it makes the 
Combination ay equal to ai or e, and afterwards it is pronounced with its 
Consonant value, like the English y, along with the following syllable ; so 
that Fayer, To pay, is pronounced Pe-ye. This is not always the case, 
however, and in many words the a retains its ordinary pronunciation, as 
it does in the proper names above ; thus, Bayer, To gape, is pronounced 
Ba-ye. The particular words in which the two pronunciations prevail 
must be learned separately. Aye or aie, may therefore be e, e, e, as in 
Plate (pl^), A WOUND ; Je paierai ( Je pe-re), I will pay ; or e-y, as Je pai4 
(Je pe-y'), I pay ; or ay\ as Lapaye (La pa-y'). (For the final y Consonant, 
see 65, 70.) These irregularities must be learned as such. 

Fau. 

47. Is the same as au ; thus Beau (bo). Fine. (45.) 

Fi. 

48. Is also pronounced like ai {e, e or e) ; but when followed by another 
Vowel, the y-Sound intervenes '; thus, Flancheier (pla7i-che-Y6), To floor, 
To MAKE A FLOOR. When preceded by cu or gu and followed by I or 11^ 
it is pronounced like eu (65-ii.), and the il or ill like ly"* or y' (67) ; thus, 
Accueil (ac-kEu-y'), Eegeption (70),the u preserving the guttural Sound of 
the making it equal to ^. 

2* 



84 FRENCH PRONUNCIATION. 

Eu, 

49. Eepresents the same quality of Sound as the Semi-Mute e (18), some- 
what prolonged, however, as in the English word My rrh. More strictly, 
it has two varieties of Sound, in one of which it is the same as Semi-Mute 
€, and, in the other, is not only more prolonged, but, being more modu- 
lated at the lips, has a little of the u quality, which can only be acquired 
by hearing it. In MaTh eu r eu ic, Unhappy, for example, the first eu is 
equivalent to ^, and the second has the peculiar Sound just described and 
appropriated exclusively to this Combination. 

50. In the Preterits and Past Participle of the Verb Avoir j eu has the 
Sound of simple u ,' thus, J^eiis (j'u), I had ; JVous eussions (nouz us-i-o;i), 
We had ; Eu (u), Had, etc. 

la^ iaij etc. 

51. When i precedes another Vowel, it sometimes makes a distinct 
Syllable, and sometimes changes to ^ and unites with the following 
Vowels, as it does in English. For example, we say in the same word, in 
English, Ital-i-a or Ital-ya ; iu is always two Syllables ; ie final is always 
simple i, 

Oe. 

52. Is pronounced in two Syllables, as in Moelle (mo-el), Maerow. 

(E, m. 

53. This combined Letter is pronounced like simple e, as in cecumeni' 
que, General. 

54. With the i before U or I Liquid, it has the Sound of eu ; thus, 
aillet (eu-ye). Carnation flower. See remarks on Liquid I. (67, 70.) 

(Eu, (X.U, 

55. Is the same as eu, as (3Bw/(euf), Eaa ; N(x,ud (neu), Knot. 

Ok 

56. This important Combination is pronounced like ou-a (or, as wo 
should represent it in English, wah) ; thus, croit (croua — or English, krwah), 
Grows ; Bois (bou-a — English, bwah), Wood. As the «;-Sound only 
occurs, in English, at the beginning of a Word or Syllable, there is a little 
difficulty, at first, in introducing it immediately after another Consonant 
in the same Syllable. This will disappear, however, very soon. Pro- 
nounce the Syllable wall first by itself, and then prefix the element h in 
the same Syllabic, and you will pronounce Bois correctly. (67-i.) 

57. In some cases, this Combination is rather pronounced wuh, or, in 
French Letters, ou-e or ou-e^ and by some speakers more frequently than by 
others. With this exception, its pronunciation is free from irregularity. 

The ou of the French being equivalent to oo in English, when this 
Sound comes before another Vowel, it changes by its nature into the weak 
Consonant which we represent by the Letter w. This Letter is nearly 



FRENCH PRONUNCIATION. 35 

wanting in Frencli : hence, the different modes of representing this pro- 
nunciation in the two Languages, 

Oy. 

58. Is the sam« as ok When either is followed by another Vowel, the 
j/-Sound intervenes, as Voyez (voua-yo— or, in English Letters, vwah-ya). 
See ; the y ha\'ing a double effect, first making the Combination oi (wah), 
and then being pronounced as a Consonant. (2^.) 

59. Those Vowels, which follow each other without entering into some 
one of these Combinations, are to be pronounced as separate Syllables. 
That &ct is often intimated by the Trema over the latter of the two, but 
by no means always so, 

60. The leading ones, and by far the most important of the preceding 
Combinations, are, 

1. «i, ay; 2. au^ eau ; 3. eu^ cpm ; and, 4. oi^ oy. 

Their Pronunciation may be represented, in English Letters, by 
1. a; 2. o; Z, y InMypjiH; and 4, wall. 

O0NS0^'A^-T-LETra:ES, SIGNS, AND COMBINATIONS OF SOUNDS AND LETTEES. 

61. There are certain irregularities which relate to the Consonant- 
Letters and their uses. The same Letter sometimes has different Sounds 
in different situations, sometimes a Diacritical Mark has to be added to a 
Consonant-Letter, and sometimes Combinations of Letters are used. 

(7, G, and Q. 

62. The most marked case of the same Consonant-Letter having two 
distinct Sounds is one in which the two Languages are nearly alike. It is 
that of c and ^, which have an entirely different value before the weak 
Vowels i (y) and e (e, 6, 1), from that which they have before the strong 
Vowels a, o, u, 

63. Before a, o, «, these two Letters have the same Sound in both 
Languages, (usually called the Tiard or Guttural Sound), so that the Syl- 
lables (/aj gOj gu, are pronounced alike in French and English (except the 
difference in the u,) and m, co, cu^ the same as X'^, I'o, hu. Before ?', e, the 
€ is, in both Languages, pronounced like s, so that ce^ ci, are e equivalent 
to se, sL 

The g, before i, 6, acquires a soft Sound like that ofj in each Language, 
which, however, is not the same in the two Languages, inasmuch as the / 
Itself is differently pronounced in French and English. 

64. The Learner must thoroughly well observe this difference of the 
j (and of g before i and e) in the two Languages. In English, it is equi- 
valent to dzk as in General, pronounced Dzueneral, and is sometimes re- 



36 FRENCH PRONUNCIATION. 

presented by dg^ as in Mk^^e, He^^e. In French, it is the 2;^-Sound, 
simply, without the d^ or the same as z in the English word Gla z ier, or b 
in Pleasure, Osier. Hence, the Syllables gi^ ge^ are equivalent, in 
English, to dzJii^ dzhe, and in French to zJii^ zhe^ with the same difference 
between ja^ jo^ ju^ pronounced in French zJia^ zho^ zhu. Thus, Fr. Jaur, 
a Day, is pronounced, in English Letters, zhoor, 

65. From these facts, certain contrivances and additional irregularities 
become necessary in French Orthography, as follows : 

I. It sometimes happens that c occurs before, a, o, w, where the real 
Sound is, nevertheless, that of s. In this situation, it would, according to 
the rule, sound hard (like h). To prevent this and to give it the Sound of ^ 
notwithstanding its position, a Diacritical Mark is added to it — a kind of 
comma placed underneath, called Cedille^ Cedilla, thus : p. The Letter 
^hus formed may be regarded as an additional Consonant-Letter to those 
contained in the Alphabet, having the same value as a ; in the same man- 
ner as the marked Vowel-Letters are treated by us as additional Letters. 
Fa 9 adey Front ; Faqon, Fashion, and Be g u, Keceived, are therefore 
pronounced as if written Fasade, Fasorij Hesu, A silent 6 intervening 
has the same effect in softening both c and g. (23.) 

n. Just the opposite of this may happen. The hard Sound (of ^) may 
be required before i, e ; and as c in this situation would sound s, the Com- 
bination qu is employed. (The Letter h does not often occur in the 
French Language ; it is used chiefly in a few foreign words). Qui^ que, 
(and also qua^ quo, quu) are pronounced as if written lei, Ice ; (ka, Too, Jcu) 
the u having merely an orthographical value, and no pronunciation of its 
own. The u is sometimes used after the c (without the substitution of q) 
and preserves for it the Sound of Ic, as in Accueil, a Eeception, where it 
would otherwise be pronounced with s. (48.) 

III. Again, the g may occur before i, e, where, according to the rule^ 
the^-Sound would be given to that Letter. The proper ^-Sound, in this 
situation, is therefore preserved by placing u, not pronounced, after the g, 
(as it occurs in both Languages after q), which serves, in that case, no other 
purpose than to prevent the g from taking the Sound of ^ ; thus, Conju- 
gue-?i, TocoNJu^aTE, in which the ^we is pronounced precisely like the 
English Syllable ga, 

IV. The qu and gu in which the u is not sounded are not confined, 
however, to the position before i, e ; they occur before ff, o, u, also, in 
which case the u serves no purpose, so far as Pronunciation is concerned, 
as in ifaw- QU a/i^, Wantino ; Fatianant, Fatiguing, pronounced as if 
written Man k an, Fati o an. 

V. When gu is not followed by any other Vowel, the u is pronounced 
as in AmUg u. Ambiguous ; Fxig u, Little ; each pronounced in three Syl- 
lables ; and finally, where an e is ad-ded to such a word^ which e would, 



FRENCH PRONDNCIATIOK. B7 

according to analogy, take the Sound from the -w, and when, notwithstand- 
ing, the u retains its Sound, the Trema is placed over the e, to mark that 
exception and not at all to affect the 6, which is, in that case, silent. Thus, 
Amhi^ue, ExiguQ, are pronounced precisely like Ambig^j and JEJxigu, 
Such are the strange irregularities to which Orthography is subject. This 
use of the Trema is, therefore, quite the opposite of its ordinary use, (9.) 
VI. There are two words, Coq, a Cock, and Cinq^ Five, in which q ends 
a word and is pronounced like ^. Everywhere else, it is followed by u as 
in English, the u having no pronunciation. The orthographical u follow- 
ing c, q and g, never enters into Vowel Combinations with Vowels which 
follow it. 

Gn and Ll. 

66. Two Consonant Combinations that require special notice are gn 
and Uj which have so much in common that they can be best treated of 
together. 

67. French gn is really wy (or «i), and ll is really I]/ (or li)^ the y retain- 
ing its Consonant value ; whence Malignite, MALiGNirr, is pronounced 
in English letters, Mal\Aeen-yee-ta ; and Billet^ a Bill or Note, Beel-ya. 
Several modifications of this rule, and observations upon it, have, how- 
ever, to be made. 

I. In English, we have no difficulty in conceiving and imitating the 
pronunciation of either of these words, MaUgnite, and Bilkt as described 
above; that is, when the n or I and the following y are thrown into 
different syllables^ so that a httle rest is given to the voice between them. 
In French this is not, however, the actual method of dividing, and the 
real pronunciation requires to be represented as follows : Mah-lee-nyee-ta^ 
and Bee-lya^ the ny and ly being pronounced as they were before, except 
that tliey are squeezed together into a close combination^ and uttered one after 
the other in the same Syllable^ which they unitedly commence. As no such 
close combination of these Sounds occurs in English, it requires a little 
practice to familiarize the tongue and ear to it. For this purpose, divide 
the English words Union and Brilliant^ thus : U-nion and Bri-Uiantj equal 
to TJ-nyun^ Bri-lyant ; then, by dropping the first Syllable, u... and bri...^ 
and pronouncing the remainder of each word, ..,nyun and ...lyant^ as before, 
a clear conception will be had of the Consonant-Sound Combinations ny 
and ly. It will also be perceived that ni and li are equivalent to the 
former, the i having, in this situation, the Consonant y value. (56.) 

n. These close Combinations of these Sounds being thus clearly con- 
ceived of, and their capacity to begin a Syllable being recognized, the 
Student is prepared to take another step, and to learn that these same 
Combinations do, in other cases, end a word. Thus, Maligne^ Maligx, is 
^r ono\niQQ,di Mah-leeny"^ ; Famille, a Family, is Fah-meely\ the Combinations 
ny'' and ly"* being uttered precisely as before, (the two squeezed into one 



88 FRENCH PRONUNCIATION. 

Sound, as it were, or rather into the same Syllable), the y retaining its 
Consonant value. This is very different from any thing in English, in 
which language the ^/-Consonant is only heard preceding a Vowel, as in 
JTaed. 

in. In the next place, from one of these Combinations, ly^ the first Con- 
sonant-Sound, ?, is liable to fall out entirely, leaving only the y, giving 
another pronunciation to the words in which it occurs ; thus, Bee-ya^ 
Fah-'mee-y\ In this latter case, the y still remains a Consonant-Sound, as 
in the beginning of the English word J^ard, and, as such, ends the word. 
This latter pronunciation (dropping the ^Sound),has now become so com- 
mon that it may be considered as the polite and national usage. It is, 
then, really, this ^-Consonant Sound alone, or with the preceding ^Sound 
in connection with it, and Twthing else^ which is called in French the liquid 
?, or simply the liquid Sound, and which is unnecessarily regarded as a 
great diflBculty of French pronunciation. 

rv. A somewhat similar tendency towards dropping the first Sound of 
the ny combination will be discovered by a critical ear, although it is not 
actually dropped. The n is not so pure, clear, and distinct in this Combi- 
nation, as when it occurs alone. It has a dull, half-stifled utterance, which 
results apparently from applying the fiat end of the tongue rather than the 
point of it to the palate, in producing it. This best accommodates the 
position of the mouth to the production of the following ^-Sound. 

V. The Sounds above described as belonging to Gn and LI are called 
Gn mouilU and LI mouille, that is, liquid or softened. 

68. These Combinations do not always have these Sounds, while, on 
the contrary, a single I has sometimes the liquid, or ly Sound, the samd 
as IL The rules on the subject are as follows : 

Gn. 

69. I. Gn has the liquid Sound in the middle and end of words. 

n. The two Letters have each their natural Sound at the beginning of 
words, as in Gnome^ a Gnome, pronounced G''nom\ not Norne^ as in 
English. 

III. Both Sounds are heard, in the same distinct manner, in the middle 
of a few words, as. Cognition {Cog-ni-tion)j CoaNirioN. 

LI (I). 

70. It and ill following another Vowel, or Vowel-Combination, as in 
the terminations, ail^ ell^ euily ouil, etc., aillj eill^ etc., has the Sound 
called I mouille^ or liquid I; that is, the Sound ly^ or more usually that of 
^-Consonant alone, (67) ; and the preceding Vowel or Vowel-Combination 
then retains its own natural pronunciation ; that is, it does not enter into 
combination with the i ; thus. Detail^ Detail, is pronounced De-ta-y' ; so 
Bataille (ba-ta-y'), Battle ; Goiiseil (con-sc-y'), Counsel ; Vieil (vi-o-y'). 



FRENCH PRO]S'UNCIATION. 89 

Old; Deuil (deu-y'), Motibning; ^c<?w6i^ (ac-keu-y-)? Deception; Orgueil 
(or-g'eu-y'), Pride, [uei taking the Sound of eu^ 4S) ; ml (eu y'), Eye (54) ; 
Tra-couU (tra-vou-y'), A kind of Keel; Bailleur (ba-yeur), A Lessor; 
Faillite (fa-yit'), Failure; Vieillesse (vi-e-yes'), Old Age; Feuille (feu-y'), 
Leaf; GueilUr (kcu-yir), To Gather.; (Elllet (eu-ye), Carnation Flower 
(54) ; MailleSi (No-a-y') ; Souillure (sou-yur'), Filt3. 

71. In a few ca&es il or iU has the same Sound when not preceded by 
another Vowel ; as, A?'UUeur (ar-ti-yeur), Matross; JBille (bi-y'), Ball; 
J^illet (bi-ye), Blll, Ticket. In a few cases, ilTi has this Sound; as, 
GenMlhomme (jen-ti-yom'), Nobleiian ; GanilJi (Ga-ni-y'). 

In Aiguille (e-gu-i-y'), Needle, and JuiUet (Ju-i-ye), July, the u and i 
are both heard, and the ill has the effect of ^. 

consonant combinations, representing single sounds — ^ALSO represented 

BY SINGLE LETTERS. 

Ch, Sh, Sch. 

72. (7A, in French, is usually pronounced like Sh in English ; thus, 
Charles is pronounced Sharl. Sh and Sch have the same Sound ; thus, 
Sheriff Sheriff; Shaksjpear^ Shakespear; Schisme^ Schism (pronounced 
Shisni'). 

73. Ch has, however, the hard Sound of ^ in a few foreign words, 
as Oho&w\ Choir. 

74. Sc is pronounced like a simple s ; thus, Scie^ Saw, is pronounced 
as if written Si. 

Til. 

75. Is always pronounced as a simple ^, as in The^ Tea, pronounced as 
if written Te. 

Ph, 

76. This Combination is always pronounced/, as it is in English. 

X. 

77. This Letter is a compound Letter, equivalent to Ics^ or, in some 
cases, to gz. (86.) 

INTERCHANGES OF CONSONANT-SOUNDS. 

78. The Consonant-Sounds, in all languages, run in couples, one of 
which is called Surd^ and the other Sonant^ or Whispered and Spoken; 
thus, p and J, formed at the lips, are readily exchanged for each other. 
Many persons, in English, say Ba b tlst for Ba p tist. 7^ and d^ made at the 
point of the tongue, hold the same relation. The Germans say, Gott for 
the English God. S and z are another couple, whence 5 often has the 
sound of z in English as well as in French. C QS) and ^, at the back- 
mouth, form also a couple. Exertion is sometimes pronounced eh-scriion^ 
and sometimes eg-zertion^ etc. 



40 FRENCH PRONUNCIATION* 

79. In Frencli, this sort of interchange between Letters of the same 
couple, is, in some instances, authorized as the only correct pronunciation 
The cases are the following : 

80. is pronounced g in Second^ Seconde^ Second ; Seconder^ To second ; 
Secondement, Secondly ; Czar^ Czar (pronounced Gzar) ; Czarina^ Czari- 
na ; Czarowitz^ a Kussian Prince ; and Reine Claude^ the name of a pear. 

81. (x, on the contrary, is pronounced c in the beginning of the words 
Gangrene^ Gangrene (pronounced Ca?i-gren'); Gangrene^ Gangrened, 
and Se gangrener^ To become gangrened ; GangreneuXy Gangrenevse, 
Gangrenous. 

82. D is pronounced t in Quand^ when before a Vowel ; thus, Quand 
ilj When he, (pronounced as if written Quant il.) 

83. T, on the contrary, has the Sound of d in some foreign words, such 
as Dantzick (pronounced Da?^-dzik'), Fitz- James (Fidz-Jam'), Fitz-Henry 
(Fidz-A^-ri). 

84. S is pronounced like z habitually, when it comes between Vowels, 
or between a Vowel and an li following, as in Misere, Misery (pronounced 
Mi-zer'); DesJierite, Disinherited; and also in many other situations, as 
in Svelte, Slender, because it comes immediately before another Conso- 
nant belonging to the class of Sonants, or Spoken Consonant Sounds, with 
which the 2!-Sound easily coalesces ; hence, sh, sv, sm, sd, sg, are likely to 
be pronounced zh, etc. Two s's, between Vowels, sound s. 

85. Zy on the other hand, is pronounced like s in proper names, and 
some other words taken from foreign languages, even at the end of words, 
as Cortez, Fez, quartz, etc. 

86. X, equal ordinarily to hs, is pronounced gz, under the same circum- 
stances as those in which s becomes z, namely, between Vowels ; or a 
Vowel and an li following, as in Exact, Exact (pronounced Eg-zact) Fx- 
liumer, To exhume (pronounced Eg-zu-me). Xalso takes the same Sound 
at the beginning of words; as Xilographie^ Xilography (pronounced 

Gzi-lo-gra-fi). 

T pronounced like s. 

87. T has the Sound of s in Substantives ending in atie, Hie, itie, otiey 
utie, eptie, ertie ; and in the greater part of those ending in tlal, tiel, tiaux, 
tieux, tiaire, tion, tier, tia, iie?i, tienne, Hum, iius ; thus, Aristocratie, Aris- 
tocracy ; Facetle, Fun ; Ineptie, Unskillfulness ; Inenie, Inertia ; Initlery 
To initiate; Amhitieiix, Aubitiovs', Fortion, Fortiot^ ; Latlum ; Grotius ; 
but this s-Sound must never be made sTi, as in English. 

88. There are a few words quite similar to these in which the t 
preserves its proper Sound. These arc, Sarmatie, Saimgltie, EpizootU, 
A kind of disease ; Eotle, Toast ; Flepliantlasls, Elephantiasis ; Galim/i' 
Has, Kigmarole ; Sortie, Sally ; Chatie, Chastised ; Ortie, Nettle. 



FRENCH PRONUNCIATION. 41 

THE DOtTBLIXa OF CONSONANTS. 

89. Two Consonants of the same kind occurring together are, in some 
cases, both heard, and, in some cases, pronounced as one, about as the 
same thing happens in English. In MissUitementy for example, both s's are 
distinctly heard ; while in Edbhin^ only one & is pronounced. In many 
intermediate cases, in both Languages, the ear hardly distinguishes 
whether one only or both of the Lettera is sounded. 

90. When c and g are repeated, and the second one is in the position 
(before e, i, y) to become s oxj in sound, this makes the two virtually 
different Letters ; as, Succes^ Success (pronounced as if written Suc-se.) 

91. Z is repeated in certain words from the Italian, as Mezzo-tinto, and 
the Pronunciation is not settled, some pronouncing them dz, after the 
Italian, and others simply z, 

SPECIAL EEMARKS ON THE LETTER H. 

92. The Letter 7i is not pronounced in French, where, curiously enough, 
it is believed to be so, and where rules are given for its pronunciation in 
almost all the grammars. In English, A, at the beginning of a word, is 
Bometimes pronounced as in Souse, Ho])e, and, at other times, it is silent, 
as in Hour, Honor, Something like this happens in French, which, how- 
ever, is by no means the same. The A, in the beginning of some words, 
produces an effect upon pronunciation, and, in the beginnhig of others, 
produces no effect whatever ; but, in both cases, it is itself silent. To un- 
derstand what this effect is, which it sometimes produces, an explanation 
is necessary. 

93. When two Yowel-Sounds follow each other in any Language, one 
at the end of a word and the other at the beginning of the next word, 
Ihey are diflB.cult to pronounce, making a hiatus or gap in the utterance. 
Thus, in English, it would be diflScult to say, a alUy, a hour, for which 
reason an is used instead of a before a Vowel or an h not sounded. The 
French avoid this Hiatus sometimes by inserting a Consonant in the same 
manner, thus : A-t-il f Has he ? for ^ il, this [-t-'] having no other mean- 
ing ; and, sometimes, by dropping the first of the Vowels and pro- 
nouncing the two words as one, as in English, Votlier for the other. This 
dropping of a Vowel is called Elision, and takes place especially with the 
Article Le or La, The, when it comes before a Vowel or an A not affecting 
the pronunciation ; contracting Le ane. The ass, into Vmie, pronounced as 
one word, Ian"* ; Le homme, The man, into Hhomm^, pronounced lorn' ; 
and La dme, The so\jl, into Vame, pronounced lam\ 

94. But — and this is the point now to be attended to — there are 
many words beginning with h, before which no such Elision of the prece- 
ding Vowel takes place, thus : La halle, The hall, pronounced la aV ; La 
homard, The lobster, pronounced Le oma?'\ 



42 



FRENCH PRONUNCIATION. 



95. When the preceding Vowel of Le^ La^ (and a few other similar 
small words) is not elided or thrown out, the Ti is said, by French 
Grammarians, to he Aspirated^ and, when it is thrown out, the h is said to 
be Silent. But, as already observed, the Ti is really, in both cases, equally 
silent. The7^e is no aspiration i?i tlie French Lancjuage^ in such cases ^ such 
as we mean hy that term ; there is no pronunciation of the Letter A. What 
really occurs is, that, in such cases, the hiatus^ or difficult pronunciation, 
remains. It is this hiatus which they call aspiration^ and not at all that 
quality of Sound which we give to the Letter A. 

96. The h which does not admit of Elision, and thus retains the difS.- 
culty of utterance, may be denominated the Efficient A, since it does pro- 
duce a certam effect upon the pronunciation, and the other the Inefficient 
hj because it is entirely without effect. 

The genuine Aspiration or English value of the h probably existed, 
formerly, in all cases of what we call the Efficient A, and has faded out 
without bringing in the process of elision^ as it should have done, to sup- 
ply its place. 

97. It follows that the Efficient h has usually the same effect, precisely, 
as the Trema, merely separating the two Vowels between which it occurs. 

98. All derived and compound words formed from those having an 
Efficient h retain its efficiency, except hero'ique^ heroiquement^ heroisme^ he- 
roine^ hero-comique^ Eamlourgeois, Hanovrien^ exhausser^ exhaussement, in 
which the h becomes Inefficient. Between Vowels in the middle of a 
word, it is always Efficient, that is, it performs the part of the Trema, 
keeping the Vowels in two distinct Syllables. 



LIST OF WORDS IN WHICH h IS EFFICIENT. 



Hableur 

Hache 

Hagard 

Haie 

Haillon 

Haine 

Hair 

Haire 

Halage 

Hale 

Halle 

Hallebarde 

Hallier 

Halte 

Hamac 

Hameau 

Hanche 

Hangar 

Hanneton 

Hantcr 



Harangue 


Hautesse 


Hors 


Haras 


Have 


Hotte 


Harasser 


Havre 


Hottentot 


Harceler 


Havresac 


Houblon 


Hardes 


Heler 


Houille 


Hardi 


Hennir 


Houlette 


Harem 


Henri 


Houppe 


Hareng 


Herault 


Houppelando 


Hargneux 


Herisser 


Houri 


Haricot 


Herisson 


Housse 


Haridelle 


Heron 


Houx 


Harnais 


Heros 


Hucho 


Harpe 


Herse 


Huee 


Harpic 


Heurter 


Huguenot 


Harpon 


Hibou 


Huit 


Hasard 


Hideux 


Hunier 


Hater 


Hierarchio 


Huppo 


Hausscr 


Homard 


Hure 


Haut 


Honte 


Hurler 


IIautboi3 


Ilordo 


Hussard 



FRENCH PRONUNCIATION. 4:3 

SILENT CONSONANT LETTERS. 

100. There is a tendency in all Languages, with increased refinement, to 
drop Consonant-Sounds and give more prominence to the Vowel-Sounds. 
This affects chiefly the harsher and more disagreeable Consonant-Sounds, 
and occurs, most frequently at the end of words, so that the voice may rest 
upon the softer and more agreeable Vowel-Sound. An illustration is found, 
in English, in the dropping off of the harsh Guttural Sound formerly 
represented by gli in Tnou^/i, Plou^^, etc., a Sound still heard in the less 
polished but more energetic German, and represented, therein, by ch. As 
the spelling in such cases remains often unchanged, this gives rise to a 
certain number of silent Consonant-Letters. 

101. In French, this tendency has been carried much farther than in 
English, so that nearly every Consonant is, at times, silent, and some of 
them, when occurring at the end of a word, always or nearly always so. 

102. Having disposed of the Ti^ above, the remaining portion of this 
subject may be best viewed under three divisions ; 

I. Initial Consonants, or Consonants at the beginning of words ; 
n. Medial Consonants, or Consonants in the middle of words ; 
ni. jFinal Consonants, or Consonants at the end of words. 

Initial Consonants, 

103. Initial Consonants are always pronounced in French, even the rn, 
in '^nemotechnie^ Mnemotechnt, which, in English, is omitted in the pro- 
nunciation. So, also, the p in YsycJie^ etc., is distinctly heard. 

An exception occurs in sc before the weak Vowels, 6, ^, or ^, the same 
as in English, the 5-Sound alone being heard, as in Science^ Science ; and 
the same in xc, equal to Jcsg before the same Vowels, the x preserving only 
the ^Sound, as in Ex.oes (ek-se), Excess. (74.) 

Medial Consonants. 

104. Silent Consonants occur in the middle of words, in French, with 
about the same frequency as in English. The principal cases are the fol- 
lowing ; 

105. G in Cluoruy^ Reornard^ Beanaud^ Compie g ne-, sianetj which 
offer, therefore, exceptions to the ordinary pronunciation of g?i. (67.) 

It is also silent before s, as Auashowg^ pronounced Os-bour' ; and both 
the g and s in ZeaSj pronounced Le. 

106. L is silent in some words, as Chau-Lny^ FeuijtHer, Mau-Lny, 
PauiLmierj Sauj^nier, 

107. P is usually silent in the middle of a 'word when followed by t^ as 
in Ba-pteme, Baptism; Corn's ter^ To count; Sculsteur^ Sculptob, pro- 
nounced scul-teur. 



44 FRENCH PRONUNCIATION. . 

108. S is silent in the des of Proper Names formed from Common 
Names by prefixing des: DesmouUns from des, Of the, and moulins, 
Mills. 

And also generally in Proper Names when it is followed by another 
Consonant, as Gresjpy (pronounced Cre-pi) ; Avesnes, (pronounced Aven'), 
etc. But the s is heard in Basville and JBalestat, as it is in Begistre, Ee- 
oisTER, and its compounds. 

109. T, {th)^ is silent in the middle of a few words of which the follow- 
ing are the principal : ^5 th me, Asthma ; Is TRme, Isthmus ; Bdu t bois, etc. ; 
t*oni-Nevf, New Bridge, etc.; Post -date, Post-date, etc.; and in the 
compounds of Mont, Mount, as Mom: real (Eoyal Mount or Mountain). 
But the t is, nevertheless, heard in some words of this last class, especially 
when it is followed by r^ as Moni rochet^ MonTreuil, Moni revel, Moniri- 
chard, etc. 

110. Xis silent in : Aux quels, auxquelles, To which; it sounds like 
z in Sixieme, Sixth ; J)ixieine, Tenths 

Final Consonants, 

111. It is in the end of words that the great phenomenon of a crowd 
of silent Consonant-Letters occurs in the French Language. The cause 
of this peculiarity is a strong feeling, in the French mind, for a Vowel or 
other soft Vowel-like Sound for the voice to rest upon at the end of a 
word. The understanding of this cause will lead to a ready comprehension 
of the rule and its principal exceptions. 

The facts of French Pronunciation, in this respect, may be considered 
with most advantage under the following heads. First excluding m and «, 
and the Consonants following and standing in connection with them, which 
require a special consideration, the remaining Final Consonants may be 
divided into four classes : 

I. The tongue-teeth Sounds \ t, d ; s, z» 

II. The lip Sounds - p^ b ; f, v ; and ihvat Sounds : c (k), g, 

III. The Liquids I and r. 

rv. Final Consonant Combinations. 

L 

T, D ; S, Z, {X equal to Ks or Gz). 

112. The rule is that these Consonants at the end"of a word are always 
silent ; thus, Ilaut, High, is pronounced as if written simply o ; Md, 
A nest, as Ni; Des, Of the, is De; Biz, KicE,;i3 Ki; and Chaux, Lime, 
is Sho. 

The exceptions in t (words in which it is pronounced at the end) are 
not numerous, and are mostly unusual or foreign words about which the 
Beginner need give himself no trouble. Iluit, I^iqiit lA"^^, Neat; Quest, 



FRENCH PRONUNCIATION. , 45 

West, are the most common. In d^ the only exceptions are Geographical, 
Scripture, and other ancient names, Latin quotations and adopted words, 
as Gad^ Alfred, ad hoc. The same is true of s and 0, as in Leonidas^ ortini- 
husy etc. ; Fez^ Suez^ gaz^ Gas^ etc., pronounced in full. In Oui^s^ A beak, 
and Mceu7'Sj Manners, the s is sounded. In this same class of unusual and 
foreign words the x final is pronounced, as in A-JaXy Sussex, lynx, 

II. 

P, B; F, V; G, G, ft ch). 

113. The rule with reference to these Final Consonants is, that they 
are always to be pronounced. 

The exceptions (cases in which these Letters are not pronounced in 
the end of words) are as follows : 

114. F in Fra^py Cloth ; Galop, Galop ; Sirop, Syrup ; Trap, Too 
MUCH ; Beaucoup, A good deal ; Covp, Blow ; Loup, Wolf. 

115. F in Clef, Key. So in the plural, Clefs, Keys, pronounced Cle, 
the same as the singular. 

Chef, Chief ; Cerf Deer ; Nerf, Nerve ; Neuf, Nine, New ; Bos,uf, 
Ox ; CEuf Egg ; drop the /, in the pronunciation, before a Consonant, in 
compound words, or before another word with which they are connected, 
as Cerf'wlant (ser-vo-la?i), A kite ; CEuf frais, (eu fre), Fresh egg. 

116. G {ch, IS), in Accroc, Eent ; Croc, Crook ; Baccroc, A lucky hit ; 
Fscroc, Sharper ; Tabac, Tobacco ; Fstomao, STOiiAcn ; Grw, Jack ; Fo7'c, 
Pork ; Glerc, Clerk ; Marc, ]Marc ; Almanach, Almanach. Lacs, String, 
is pronounced La, and echecs, Chess, is E-she. 

117. G, in Faubourg, Suburb ; and, in names terminating in lerg and 
hourg, is also silent. 

III. 

L and B. 

118. These liquid Consonants are pronounced, as the rule, in the end 
of words. The exceptions are as follows : 

119. Z is silent, 

I, In the terminations auld, ault, aulx, eulx, ould, oulx, as in Arnauld, 
pronounced Ar-no. 

n. In the following words, Baril, Barrel ; Chartil, Hay-cart ; Courtil, 
Back- YARD ; Ghenil, Kennel ; Fournil, Bakehouse ; F^aisil, Cinders ; 
Fusil, Gun ; Gentil, Pretty ; Gril, Gridiron ; Nombril, Navel ; Outil^ 
Tool ; Fersil, Parsley ; Sourcil, Eyebrow ; Dumenil ; Dupremenil, 

120. B Final is not pronounced : 

I. In all the Infinitives of the First Conjugation, as Gonjugueu, To 
CONJUGATE, pronounced Co?i-ju-g'4. 



46 FRENCH PRONUNCIATION. 

II. In all Substantives and Adjectives in ,.,er and ...ier of mo"^ than 
one Syllable, as Eocher (ro-she), Rock ; Gahier (ca-i-e), Copybook. 

Despite this last rule, however, the final r is heard in Amer, Better ; 
Cancer, Cancer ; Cutter, Cutter ; Mer, Yesterday ; Mgrer ; Suger , 
thaler. 

121. When a final Consonant is not sounded, the addition of an s to 
form the Plural does not cause it to be sounded, and the s is silent along 
with it. Thus, Mot, Word, is pronounced Mo, and Mots, Words, is stiTv 
pronounced Mo, precisely like the former ; so when there are more than 
one final Consonant ; thus : Doigt, Finger, being pronounced Doi (dwah), 
Doigts, Fingers, is still pronounced Doi, like the Singular. This remark 
able accumulation of silent Consonant-Letters at the end of words mu^ 
be well observed. (126.) 

IV. 

Final Consonant Combinations, 

a. 

122. In et final, both are pronounced, as Abject, Correct, the termination 
of which is pronounced as in English ; but the following words are pro- 
nounced without the t, and, by many good speakers, even without tlie o ; 
Aspect (as-pek'j or, as-pe), Aspect ; Circonspect ; Suspect ; Respect : InstinU 
is In-sti/i ; and Amict is A-mi. 

m, 

123. In this Combination the d only is pronounced, aa CyoMOAdt^ pro- 
noimced Cro?i-stad'. 

Gt, 

124. Both Letters of this Combination are silent, as Dolgt, Finger, 
Doigts, Fingers, both pronounced as if written Doi (dw*li). 

Zt and Et. 

125. The first Letter only is pronounced, as Concert A<30ncert, pro- 
nounced Con-ser, 

liaisons, or connections of words, 

126. A strong tendency of the French language has feeen spoken of, to 
run several words into one, so as to make of two or more words, as it 
were, one word. (25.) Another equally strong tendency has also been no- 
ticed to drop Consonant-Sounds at the end of words. (lOO, 111.) The first of 
these tendencies counteracts the other in a very curious way. When the 
second of two words, wluch can be joined in the same continuous utterance 
from tJceir being intimately connected in sense, begins with a Vowel, and the 
first ends with a Consonant which would otherwise have been silent, this 
final Consonant of the first word is retained in the pronunciation, and 



FRENCH PRONUNCIATION. 47 ' 

joixe: •^o the next woed ; that is to say, the two words being run to- 
Qfethe- as if they were parts of one word, this Consonant is no longer 
final, aiid, therefore, no longer silent. If tJcere a?'e two or three Conso'nants 
in this position which would otherwise he silent, it is the latter one only 
WHICH retains or RECOVERS ITS SOUND ; thiis I Est, Is, is pronounced ^, but 
Est-ilf Is HE? is e-til, (or, in English letters, A-teel). 

A final 5, which recovers its Sound in this way, is always pronounced 
z, because, in such cases it comes between two Vowel-Sounds (84.) ; thus : 
Les amis, The friends, is pronounced, Le-za-mi, (or, in English Letters, 
La-zah-mee) ; Yous avez, You have, is Vou-za-ve, (or, in English Letters, 
Voo-zah-va). 

127. The t of M, And, is never pronounced, nor carried over to the 
next word. A final d, so carried over, is changed to t, to which Sound it 
is closely related ; thus : Le grand homme, The great man, is pronounced 
as if written Le-gra?i-tom' ; Quund il est, When he is, becomes Qua?it-il-e. 

Words are only joined in this manner when very closely related in 
sense, that is, when they would naturally be pronounced without the 
slightest rest of the voice between them. It would take a treatise to point 
Dut precisely when the liaison (junction) takes place, and when not ; but 
the Learner soon begins to feel what words belong together by the intimacy 
:)f the relation of sense between them. A comma, of course, interrupts the 
sense, and so prevents the liaison. 



the nasal (or nose) vowel sounds. 

128. We come now to a class of Sounds peculiar to the French and a 
few other Languages. As they hardly exist in English, they offer the 
most serious obstacle in the way of communicating a knowledge of French 
Pronunciation by description, since it is very difficult to give such an 
account of a Sound to which the ear is not accustomed, as to enable a 
person to form it correctly. We will try, however, to give a description 
of the mechanical formation of these Sounds sufBciently accurate to over- 
come the difB-culty ; and since Deaf-Mutes are taught, mechanically, to 
speak, never having heard any of the Sounds they utter, we must succeed 
in teaching and learning in this way, or confess ourselves inferior to the 
mutes and their masters. 

129. Let the Learner first appreciate correctly the difference between a 
Consonant and a Vowel-Sound, as defined above, (4, 5.) 

130. The Letters m and n are, like I and r, partially liquid, or Vowel- 
like in character ; that is to say, they can be prolonged without opening 
the organs, which t, for instance, can not be. They are less Vowel-like, 
however, than I and r. They sufi'er, therefore, at the end of words — whers 
the tendency is, in French, to reject Consonant-Sounds altogether — ai 



48 FEENCH PRONUNCIATION. 

intermediate fate between being pronounced in full, like I and r, or 
rejected like the harder Consonants, t and dj for example. 

131. The Tij therefore, at the end of a word or syllable, in French, be- 

. comes entirely silent, itself, but does not entirely lose its effect. On the 

contrary, it lends a portion of its original character to the preceding Vowel, 

which then has a Sound somewhat resembling n^ in describing which 

correctly the diflS.culty exists. Let us try. 

. 132. The n and m represent, ordinarily, Consonant-Sounds of the kind 
called Nasal (or Nose) Consonant-Sounds. They are Nose-Sounds, from 
the fact, that, in sounding them as elements, the sounding-breath is made 
to pass into the head and through the nose, giving the peculiar ring or 
twang, which, in describing Sounds, is called Nasal. They are Consonants, 
because the organs of the mouth are closed to form them : the lips to form 
m, and the point of the tongue against the roof of the mouth to form n. 
In English, we have still another of these Nasal Consonants, which is 
represented by ngf, and formed by thrusting the root of the tongue up 
against the roof of the mouth. This will be perceived by putting the 
finger deep into the mouth, and then saying Kingf / the tongue will rise at 
the end of the word, and press the finger very closely. 

133. In French words ending in n (or m), as ZPn, One; An^ Year; 
Fin, Fine ; and JBony Goon ; the n is sUent as already observed, while the 
Vowels w, a, i, and o, cease to have their usual sound. Being thrown 
into the head and passages of the nose — the sounding-board of the 
head—they first undergo a modification as Vowels, and then partake of 
the nasal quality of Sound, without ceasing to be Vowels. This last is 
what happens in English, when people "talk through the nose," or have 
a "nasal twang," while it is an accepted element of French Pronunciation. 

134. Let us illustrate, first, by the Nasal Combination (or Nasal Vowel) 
un. The u is, in the first place, so affected as to correspond to the Eng- 
lish u in hvtj instead of the French -w-Sound, and then, taking the nasal 
effect or nasalization, it becomes precisely equivalent to the slight grunt 
which one gives out when suddenly struck at the pit of the stomach, 
provided this expulsion of breath is thrown upward into the cavities 
of the head and made to ring a little through the nose, as well as to pass 
through the mouth. In performing this utterance, care must be taken 
that the throat and passage-way of the mouth be left perfectly open, the 
root of the tongue lying flat down, precisely as in pronouncing u in hvt, 
alone. Any tendency to lift the tongue will be detected by placing the 
finger again in the mouth: if it is lifted so as to close the orifice, the 
Consonant-Sound ng will be produced, or the Syllable ung, instead of the 
simple French Vowel. Another rule may be, therefore, to put the finger 
in the mouth, and say ung as nearly as it can be done, without lifting the 
root of the tongue. 



FRENCH PRONUNCIATION. 49 

135. The same ringing effect thus given to the Vowel uh^ and called 
Nasalization^ is, in a similar manner, given to the other Vowels. In an, 
the Sound is ah^ with the nasal effect added by throwing that Vowel, in 
the same manner, through the sounding apparatus of the head and nose. 
Fn is pronounced precisely like an^ the e first taking the character of a 
(or all) as in En, Ix, equivalent in Sound to An, A yeak. 

136. The third Kasal Vowel is represented by in. The i is here first 
changed from its ordinary Sound, as ee, in English, to that of a, in the 
English word Mau, and then nasalized, or thrown through the sound- 
ing apparatus of the head, as in Fm, Fine. 

137. En has also this Sound, when it follows an i or e, as in Bien, 
Nothing; Euro])een (Eu-ro-pe-i?i), European; Ein and Ain are also pro- 
nounced in the same way as in Eainj Bread. This Sound is sometimes 
precisely uttered by an angry child in a petulant exclamation, which may 
be represented nearly by ''amg! 

138. The fourth Nasal Vowel is represented by on. This is the o heard ^ 
in the English word No t, nasalized, or thrown through the sounding ap- 
paratus of the head and nose, in a similar manner, as in Eon, Good. 

139. In all these cases, the final n is to be considered merely as a sign 
of the quality of the Vowel, and as being, itself, silent. The great fault 
which the Learner, accustomed to English Sounds only, is prone to com- 
mit, is to utter the Consonant-Sound ngf, instead of merely nasaliziDg the 
Vowel. This is to be avoided in the manner directed above for keeping 
the root of the tongue from rising so as to close the organs of speech in 
the mouth. 

ee-statement of the subject of the nasal vowels. 

140. There are, then, four of these Nasal Vowels in the French lan- 
guage, usually represented as follows : 1. un, (134) ; 2. an, en, (135) ; 3. in, 
ein, ain, and en after i and e, (137) ; 4. on, (138). 

141. The m in the same position is, the same as n, merely a sign of the 
Nasal Vowels ; thus, aim, in Faim, Hunger, is pronounced the same, 
for example, as ain, in Pain, Bread, and the same as in in Fin, Finte, (136.) 

142. The Nasal Vowels not only occur at the end of words, but also 
at the end of syllables, that is, in the middle of words, whenever the n 
or m is followed by another Consonant, as in Esfant, Infant ; A m Ire, 
Amber. But an n or m, in the middle of a ^ or &, followed ly a Vowel or Ti, 
preserves its own proper Sound, as in A7ni (a -mi), Friend. 

If there are two ?^'s or two wi's followed by a Vowel, they are also fully 
pronounced, as one n or m, thus : Annales, Annals, pronounced A-nal' ; 
FUmime, Flame, pronounced flam'. Two ti's, in the end of a word even, 
3 



50 FRENCH PRONUNCIATION. 

preserve the proper Sound of n without any effect upon the Vowel, as in 
Hoffmann, 

143. In the remainder of this Treatise, the ISTasal Vowels will be dis- 
tinguished, in giving the pronunciation of Words, by printing the n ox m 
of the Combinations an, en, etc., in Italics {n), or in Small Capitals (n) if 
the rest of the word is in Italics, thus : Botz- or J?on, Good. 

DOUBLE EFFECT OF n» 

144. When the final Consonant is n preceding a Vowel, which begins ohe 
next word, a very curious phenomenon occurs. Being in a condition to 
be silent itself, but having nasalized the preceding Vowel (131), and now 
being restored, hy its temporary position before another Vowel, to its own 
Sound as an n, it performs two functions. The nasalized Vowel continues 
to be nasal, and yet the n is carried over, like any other Consonant, to the 
next word. Thus : Un ami, A fkiend, becomes u/i-na-mi ; Mon oncUj My 
UNCLE, is pronounced as if written, mo;i-no»kl', etc. 

145. This may be called tTie double effect of the n, which sometimes 
occurs also in the middle of a word, as will appear below. (152.) It will 
be convenient to distinguish the several modifications of the n and m with 
the Vowels preceding and following by three descriptive terms: 1. The 
natural value of the two Letters. 2. The nasal effect, or Nasal Vowel result- 
ing from the two Letters ; as, «n, 6N, etc. 3. The doubU effect of n or m, 
including, first, the Nasal Vowel, and then the natural value of the Con- 
sonant in addition, thus : ^n-^, etc. 

CONSONANTS FOLLOWING THE NASAL VOWELS IN THE END OF WORDS. 

146. One or more Consonants following the Nasal Vowels (the Combi- 
nations an, en, etc.) in the end of a word, are, as the rule, silent ; as J in 
Plom^, Lead ; c in Blano, White ; d in Seconn, Second ; g in Lonor, Long ; 
gt in Vin GT, Twenty; 2^t, in Prom pt. Prompt; t in JbinT, etc. In this 
case, an s, added to make the Plural or otherwise, is also silent, making 
an immense assemblage of silent Letters, thus : Quat?'e-vingts, pronounced 
Katr'-vi;^, Eighty ; etc. In this case, as in others, if there is a liaison 
with a following Vowel, the last Consonant is restored (the s sounded s), 

' but the other silent Letters remain silent, thus : Doigts et ortells (Doi-ze- 
or-te-y), Fingepj> and toes. 

So if, from any addition to the word, a Vowel follows in the same 
word, the last of the previously silent Consonants is restored, thus: 
Vingtleme, Twentieth, pronounced Vi;i-ti-em\ 

Exceptions. — There are a few cases in which Final Consonants follow- 
ing a Nasal Combination are sounded, as in Cin% Five, pronounced 
S'mk; Hasti7ia; Lynx (Vinkn), Lynx; Sena (sa?^B), Sense; and a few 
others. 



FRENCH PRONUNCIATION. 61 

EXCEPTIONS IN THE PRONUNCIATION OF THOSE COitBINATIONS WHICH 
USUALLY EEPKESENT THE NASAL VOWELS. 

Un AND Urn, 

147. Vn is pronounced like os in Func\ Punch, pronounced Po;ash 
and a few other foreign words. 

148. TJm has the same value in Hmriboldty pronounced O/i-bold, 
BesumptioTiy Kesumption, pronounced Ee-zo;i-psi-072', and a few other un- 
usual words. 

149. Um is om\ that is, the u like o and the m with its natural value, 
in a few words from the ancient languages, as Duumvir, pronounced 
Du-om'-vir, Duumvir; Triumvi?', etc. 

AtIj am; En, em, 

150. An preserves the natural value of the two Letters in aldei^man, 
Landerman, pronounced Al-der-man', etc. So, when the n is doubled, 
Hoffmann, Keller-mann, 

151. Am preserves the natural value of the two Letters at the end of a 
word, as in Amste?'dam; except in Adam, and Quidam, Some ont: ; which 
are pronounced as if they ended in ax Nasal. In the beginning or middle 
of a word, am before a Consonant (not m oin) is also Nasal ; as Awibre 
(aTZ'br'), Amber. 

152. En preserves its character as a Nasal Vowel, equal to ax, even 
before a Vowel, an li, or another n followed by a Vowel (142), when it is a 
distinct part of a compound word ; as enhardir (a72.-ar-dir), To make 
HARDY. If a Vowel immediately follows, the n has its double effect, as 
ErwrgueiUir (a?i-nor-g'eu-yir), To makie proud ; Enivrer (aTi-ni-vre), To 
MAKE DRUNK. If there are two Ti's between the Vowels, the second one 
retains its natural value, as Ennui (an-nui), Fatigue from the too lono 
CONTINUANCE OF ANY STATE, a word now adopted in English. Ennius is 
pronounced similarly. 

153. Em has also the character of a Preposition in some words, when 
it is equivalent to en and remains a Nasal Vowel before another Vowel, 
contrary to the rule (142), Emm^gasiner (an-ma-ga-zi-ne), To store, put 
IN A STORE, etc. 

154. En is pronounced iN in a few proper names and foreign words, 
where it does not follow i or e (142), as in B-E^jamin (Bi?2r-ja-mi?i). 

Em has the same irregular pronunciation in a few similar words : >S'em- 
piternel, Perpetual ; MVirtB^derg, etc. ; and in a few foreign words, both 
Letters retain their natural value, as in MB^pTiis (Mem'-fis), J^B-^rod, 
dec EM vir ; in Agam em non, L em nos, etc. ; and, uniformly, at the end of 
words, as EethU'E-M., JerusalE^, etc. 



52 FRENCH PRONUNCIATION. 

/?^, vm ; Am, aim ; Mn, eim, 

155. Im retains the natural value of the Letters in the end of a word, 
as SelxM. (Se-lim'), Gi^Imu (Grim'). 

156. Aim^ ein and eim^ followed by a final e, are pronounced en\ em\ ac- 
cording to analogy, as Saine (sen'), Sound ; Seine^ (sen') ; Seivie (sem'), A 
SLIT IN THE SHOE OF A HORSE ; but whcH thcsc and other Kasal Vowel Com- 
binations are followed by another Consonant, and then by a final e, they 
first have their efi'ect as Nasal Vowels, after which the following Conso- 
nant is distinctly pronounced, thus : S^mte {s>\n-t\) Holt; FEi^te^ 
(fi/2--t'), Feint; Blonde, (blo/i-d'), Blond ; Longue (lo?i-g'), Long ; Momdre 
(moi;i-dr*), Less, etc. 

Oiif om, 

157. The on, in Oonnees, Connoiif, is nasalized contrary to the rule 
(142), and the two Syllables pronounced distinctly to intimate the deri-. 
vation. 

158. Om is fully pronounced in a few foreign words : Tom Jones, E^ 
som, Oncle Tom, etc. 

COMBINATION OF THE SIMPLE VOWELS WITH THE NASAL VOWELS. 

159. The Combinations ium and uum are pronounced i-om' and u-om', 
as in Deliqumm, Duumvir. 

160. Eun is simply wn, as in Jeun (ju;i). Fasting ; but when the n is fol- 
lowed by a Vowel, the eu has its natural value, as in Jeune (jeu-n'). Fasting. 

161. Aan is a-a^i, and aam is a-am', as in Canaan (Ka-na-a7i) ; Balaam 
(Ba-la-am'). 

162. Aen is ^n, as in Caen, St. Saen, Becaen, or simple a when fol- 
lowed by another n with a Vowel : Caennais (pronounced Ca-ne). 

163. Ban is a^, as in Jean, John ; Birigeant (di-ri-ja?i). Directing ; 
but, of course, simple a before nn and a Vowel, as in Jeanne (Jan'), Jane. 

164. The i is a distinct Syllable before the Nasal Vowels, except when 
the greater ease of pronunciation converts it into y. It remains distinct 
when the ^ or m is followed by a Vowel or another n or m and a Vowel, 
and is therefore pronounced in full, as, Vienne (Vi-cn'), Vienna ; Etienne 
(E-ti-en'), Stephen; ^5^i(?7in<7p'6 (es-pi-o-naj'), Espionage ; etc. But i?/7?» 
Final is always i-om\ as Actium, pronounced Ac-ti-om'. 

Oen is pronounced in two Syllables, as Groeyiland, Greenland, 
iinced Gro-i/Z'-la/i ; so oem in Coemption, pronounced Co-a?i-psi-07i. 

"Juan is pronounced distinctly as two Syllables, as in Jouant, 
Playing, pronounced Jou-a/i; ouen, usually tho same, as in Ecouen 
(6-cou-a7i). 



FRENCH PRONUNCIATION. 63 

167. The u in uan and loen is orthographic, as in Qx!K^d^ Where, 
pronounced KaTt; Moq-u'Ent, Eloquent, pronounced e-lo-ka?^; but in 
Faraquante^ Guanches^ Quanquam^ and Quantum^ it is pronounced like ou 
in French, or w in English (17) ; and when not preceded by g or ^, it 
makes a distinct Syllable, as in Affluence (a-fl.u-a?2s'), Affluei^ce. 

168. Om without a Trema is pronounced ou-i^i, or like the English w 
with the Nasal Vowel, as in Loin (lou-i7^, or, Iwi/i), Eae; Temoin (te- 
mou-i/i, or te-mwi/i), Witness. 

169. Vin has nearly the same Sound, as in Juin (Ju-It^), June; except 
when the w is orthographic (after g and q) and is silent, as in Charles- 
Quint^ Charles the Fifth, pronounced Shar-le-Ki?2<, and Coquvn (Co-ki7i) 
A RASCAL. It is not possible to tell when the u is to be sounded, except 
by learning the individual words, of which there are only a few. In 
Quintuple, Quintuple, for example, it is heard ; and in Grinder, To hoist, 
not heard. 

170. When a Vowel follows, and the n preserves its natural value, the 
u may be orthographical, as in Coquine, A female rascal, pronounced Ko- 
kin', or not, as in Euine, Euin, pronounced Eu-in'. 

171. Uim has the same differences ; as, Guiwibarde, A sort or dance, 
pronounced G'iTi-bard' ; Nous fuhnes^'W-B fled, pronounced Kou fu-im' ; 
Kous languimes, We languished, pronounced Noula/i-g'im'. 

172. Aon is usually pronounced in two Syllables, and regularly ; as, 
Fhaon, pronounced Ea-o/i ; but, in a few words, it is simply aN, as Faon, 
Fawn ; Toon, Ox-Fly ; Paon, Peacock ; Saint-Laon, Loon, Graon, Saint- 
Eaon ; and, then, when a Vowel foUows, simple a ; as Faonner, To fawn, 
pronounced Fa-ne ; Faonne, Pea Hen, pronounced Pan'. 

173. Eon ; the e of this Combination i^ always silent ; as, Nous man- 
geons, We eat, pronounced Nou maTZ-joTi ; Pigeon, Pigeon, pronounced 
Pi-jofz-. 

174. Con is pronounced o-o?^ in DermypJioon, and on in Laocoon, 

175. Otum is pronounced o^x-on, as in Nous jouons, We play. 

176. TTion is pronounced u\-on in Nous arguions, We argued ; Nous con- 
tribuions, We contributed, etc. ; but the u is orthographic in Nous mar- 
quions, We marked, and others having g or q, except in the Verbs Arguer 
and Eedarguer, in which u is distinctly pronounced. 



specialties of FRENCH PRONUNCIATION. 

177. There remain to be noticed some particulars which have not 
fallen naturally under any of the preceding heads. 



54: FRENCH PRONUNCIATION. 

SYLLABITIOATION, 

178. The tendency of the English Language is to divide into Syllables 
upon the Consonant, when there is one that can close the Syllable ; thus : 
Im-ag-me, That of the French is the contrary of this, to divide on the 
Vowel, leaving an open Vowel, thus : I-ma-gi-ner, Nothing aids more to 
give a correct French tone than a knowledge of this difference. You 
must not say : Av-ez-vous ? but A-vez-vous f 

179. A close Syllable is one which ends in one or more Consonant- 
Sounds, as the last in Caleb (Ca-leb'), Axec (a-vek), With, and the first and 
last in Espoir (es-pouar), Hope ; an open Syllable is one that ends in a 
Vowel-Sound, as the first in the first two of these words. 

MUTATIONS OF 6, C^ 6, €. 

180. The e (without a Diacritical Mark) is pronounced in ceitain situa- 
tions, as already noticed, like ^, ^, or e, (26.) 

The rules for its pronunciation are as follows : 

181. After another Vowel at the end of a word — not one of the short 
words, Ze, Je^ Me, Te, Se, De, Que, Ne, (24)— -6 is entirely silent ; hence, 
Arniees is pronounced e-me, the same as Aime. If a final 5, also silent, is 
added, both remain silent ; so that Aimees is still e-me. Boue, Wheel, 
and Roues, Wheels, are both pronounced Kou, etc. (21.) 

182. After a Consonant at the end of a word, it is also silent, except in 
the small words just mentioned (181), although regarded by the French, 
in this case, as Semi-Mute only, and as a distinct Syllable. (19.) Ebmme^ 
Man, is, therefore, pronounced Cm', and Geste, Gesture, Jest* (or, in Eng- 
lish Letters, zhest). The final s again produces no change : Homrms, Men, 
and GesteSy Gestures, having still the same pronunciation. 

183. The nt added to the already mute e in the Third Person Singu- 
lar of Verbs is also entirely silent, so that Aiment is pronounced simply 
em'. The Learner should give particular attention to this case. 

184. The e preserves its own peculiar Semi-Mute Sound (18) in an 
open Syllable, that is, before a single Consonant, in the beginning or 
middle of a word, as in De-main, To-morrow ; Oe-la, That, and in the 
second Syllable of Gorh-tre-faire, To couNTERFErr, etc. 

Exception. — ^In a few Latin and Italian words it is pronounced e, as in 
Cred/), Te Deum, Forte-2>%ano. 

185. In a close Syllable the e is pronounced e, that is, when followed hy 
one or more Consonant-Sounds in the same Sellable, This happens at 
the end of the word as p'onounced (that is, disregarding final silent Let- 
ters), and in the middle of a word, if there are two or more Consonants 
dividing Syllables, so that one has to go, in the division, to the preceding 



FRENCH PRONUNCIATION. 55 

Syllable ; thus, Caleb, pronounced Ca-leb' ; JEst, Is, pronounced e ; 
J^acquiers, I acquire, pronounced J'a-ki-er ; Josejoh, pronounced Jo-sef ; 
Us jjerdent, They lose, pronounced II perd ; so Resjpeder, To respect, 
pronounced res-pek-te ; but before 5, res is pronounced re, as in Eessort 
(re-sor'), A spring ; and the prefix re... retains its demi-mute e-Sound be- 
fore h, as, Behamser (re-6-se). To raise. 

186. In a Syllable "wMch lias heen a close Syllable, as shown by the 
orthography, but which is now cyperc in the pronunciation, from the silence 
of the Consonant or Consonants which follow, the e is pronounced e. 
This happens chiefly at the end of words ; thus : Fied, Foot, pronounced 
Pi-e ; AsseZy Enough, pronounced A-se ; Parler, To speak, pronounced 
Par-le ; and so all the Infinitives in ...er. (26.) 

Exception. — If the final silent Consonant is t, 5, or ts, the e is pro- 
nounced 6, thus : Buffet, Cupboard, pronounced Bu-fe ; Je mets, I put, 
pronounced Je me ; ces, des, les, etc., pronounced se, de, le, etc. But if a 
word ends in e the addition of s does not affect the pronunciation ; thus : 
Beaute, Beauty, and Beanies, Beauties, are both pronounced Bo-te ; AimA 
and Aifnes, both erne, etc. 

187. Whether the printed Letter is e, or e, or e, or e, its pronunciation 
is, in many cases, affected by the character of the Vowel-Sound of the next 
Syllable ; when this last is an open Mouth-Vowel, a, a^ (e^), on (w?n), or 
en, the tendency is to the broader or more open-moutii e-Sound. The 
r-Sound has a similar effect on the preceding Vowel; Preferer is pro- 
nounced Pre-fe-re ; but De, in the beginning of the word, always re- 
mains De. 

188. The tendency is, on the contrary, to pronounce e when the fol- 
lowing Syllable has one of the close Mouth-Vowel-Sounds, e, i, o, u ; hence 

VoiLS pretez. You lend, is pronounced Vous pre-te, notwithstanding the 
Accent-Mark: so Injecter is In-jek-te, although there is no Accent-Mark. 

The Learner must not, however, suppose that these minutiae are mat- 
ters of great importance, which he must understand in order to speak 
French. They are niceties for those to attend to who are interested in 
the delicacies of speech. 

189. The e is pronounced like a (ah, short), or like the English a in 
M^n, in Femme, WoiiAN; Indemniser, To inde^inify; and Solennel, 
Solemn, and words formed from them ; and before ...rtunent, as in Arderrir- 
ment, Ardently. Tills is the same tendency that has made eN equiva- 
lent to aN. (135.) 

LONG AND short VOWELS, (QUANTITY.) 

190. The French Vowel-Sounds, as well as the English, differ in quan- 
tity as Long and Short ; but, on the one hand, they are never so long a3 



56 FRENCH PEONUNCIATION. 

the longest in English, as, for example, a in Fa ther, which is apt to be 
dwelt upon or drawn out, as if it were several a's repeated, thus: 
'Fa-a-a-THER ; and, on the other, they never have that peculiar jerked or 
abrupt Sound which belongs to ^, e, a, o, w, in the English words Pin, 
Met, Man, Not, But. The difference of quantity, therefore, when it is 
only that, is such as will generally take care of itself, without particular 
and minute rules, the greater or less ease of pronunciation being a 
sufficiently competent guide. 



QUALITY OF THE VOWEL SOUNDS. • 

191. The French Vowels, generally, are sounded more purely than the 
English long Vowels, which tend to degenerate into Diphthongs, by being 
prolonged until they terminate in a different Sound from that in which 
they begun ; thus, DaT/j Fate^ etc., are pronounced nearly Da-ee, Fa-eet, 
etc. (32) ; M, JBoatj nearly No-oo, Bo-oot, etc. ; Father ^ Fa-a-ther, (190) etc. 
This never happens in French, and the Learner must guard himself from 
carrying the English habit into that Language. 



LONO AND short 0, 

192. In the case of the two Sounds of o, called Long and Short in 
French, the difference is something more than one of mere quantity. It 
affects the quality of the Sound, as well. The Long o (with or without 
the Circumflex Accent-Mark), as in Drole, Funny ; Le notrey Oues ; Nvr- 
mero, Number, is the same as the English Long o, in No, Boat, etc., 
guarding against the tendency, mentioned above, to prolong the Sound 
and change it intoo-0(?. (191.) The other Sound of <?, called Short, occurs 
before /*, as in (9r, Gold, where it is like o in the English or^ but not quite 
so open, that is, not quite so much approximating the mv-^ound. in aw- 
FUL. In this situation, it is not particularly short. It occurs otherwise, 
that is, not before r, as in Notre (notr'), Our, when it is short in fact, 
almost as much so as English o in Not, or u in N wt, and hardly more 
resembles one than the other of these English Sounds. 

193. The is generally long when it has the Circumflex Accent-Mark, or 
when the last Sound heard at the end of a word, as in Fcho^ Echo ; Croc^ 
Crook ; or followed by s sounded, as in Delos; in the terminations ossier, as in 
Grossier, Coarse; in ose^ oser, osier ^ as in Chose, Thing; Imposer^ To impose; 
Osier, Osier ; and osion, otion, osite, as Fxplosion, Explosion ; Devotion, De- 
votion ; Animosite, Animosity ; in esse, osser, osse, ossesse, osseur / as in Fosse, 
Ditch ; Endosser, To endorse ; Grossesse, Pregnancy ; and when followed 
by silent s in the middle of a word, as in Les Vosges. 

194. In other cases, the o is, as the rule. Short, except as above stated 
•when followed by r in the same Syllable. (192.) 



FBENCH pnONUNCiAflON* 57 

VAUIATIONS OF AL 

195. This Combination, equivalent to e, is liable like e to vary between 
the Sounds e, and e or e, under the same circumstances as those in which 
the Letter e is varied. At the end of the Future Tense-Form, as Je par- 
h?'aiy I SHALL SPEAK, it is always e; but in the termination ais or ait or aient 
of the Conditional or Imperfect, as Je parlei^ais^ I should speak, or Jepar^ 
lau^ I SPOKE ; Eparlait, He spoke, or lis parlaient^ They spoke, it is always e 
(the 5, t or ent silent). The difference is so slight that many Frenchmen 
themselves fail to make it. 

196. In a few words, ai has the value of Semi-Mute ^, chiefly those parts 
of the Verb Falre^ To make, which have two Syllables : Je faisais, I was 
MAKING, pronounced Je fe-ze. 

197. Two i's following each other are both disrtinctly pronounced, as 
Mms priions (Nou pri-i-07i), We were pray ma* The first i must be a 
little prolonged, or rested upon, so as to mark the division of the two 
Sounds. 

PECXTLLiRlTlES IN THE PRONUNCIATION OF H AND Z. 

198. The French r is more trilled than the English. This difference is 
most obvious at the end of a word, when in English the sound ofr is made 
so smooth that it almost degenerates into the natural Vowel-Sound, uh ; 
thus, instead of Four or Fore being pronounced For, with the r distinctly 
heard as it is in the beginning of a word, as Eound, Brown, it is apt to bo 
pronounced Fo-uh, or at best Fo-uhr, the r being barely touched? and not 
trilled or rolled at all by the tip of the tongue, as it is the appropriate na- 
ture of the r to be. So strong is this habit that, with many persons, the trill- 
ing of the r is the greatest difficulty in acquiring the French or other foreign 
pronunciation. The trilling of the r constitutes a part of the Irish brogue, 
in speaking English, and can be learned by imitating it. 

199. In French, care must be taken then to pronounce, for example, Pu- 
nir, To punish, pu-nir (or, in English Letters, Pu-neer), carrying the Sound 
of the i (or ee) out with a level utterance, and then trilling the r, in close 
conjunction with it, instead of interposing a natural Vowel-Sound between 
those two Sounds, and saying Pu-nee-^^r, and slighting the r so as almost 
to reduce it to no sound at all. 

200. Another striking difference exists in the pronunciation of the two 
Languages, when the terminations ,.,re or ...^ follow another Consonant, as 
in Arh'e, Tree ; Acre^ Acre ; Capable, Able* In English, the final e in such 
terminations is pronounced before the r or ?, as the natural Vowel, quite 
distinctly in some cases, as Ac u r, and less so in others, as A-b' 1. But in 
French, it is not pronounced at all ; the two Consonants are squeezed as 
closely together as they are in the beginning of the English words 

3* 



68 FRENCH PRONUNCIATION. 

Br-ow, Bl-o-w, etc. The strength of the voice rests on the first Consonant 
and then drops over and expires upon the r or I slightly uttered, without 
any Vowel-Sound intervening. This pronunciation is, therefore, properly 
represented thus, Arbr' (in one Syllable), Acr', Ca-pa-bP. Great care must 
also be taken to pronounce the first r^ in A.rhx\ by a distinct trill. The 
difference between Father and Farther would be made very clear in the 
pronunciation, if they were French words, while in English the tendency 
is to confound them by sinking the Sound of r when it follows a Vowel 
in the same Syllable. 

WANT OF ACCENT. 

201. The French Language is almost entirely destitute of accent, in the 
sense of a greater stress of voice on one Syllable than on the other Syllables 
of a word. In English the accent-stress is very marked. The pronunci- 
ation of English goes, therefore, by a succession of jerks, like riding over 
a rough road, while in French it glides along with an even utterance, like 
Bailing on a smooth sea. This latter method must be specially cultivated 
in learning French, and the English habit of accenting entirely avoided. 
Each Syllable must be pronounced with equal distinctness and force. The 
French use the word accent^ in another sense, to mean " foreign brogue." 



DIEECTIONS AND SUGGESTIONS. 



Notwithstanding what has been said, in the Introduction, of 
©ur having no specific and exclusive mode to recommend for the 
use of this Book by Learners and Teachers, there are some sugges- 
tions which can hardly be otherwise than useful, and which are 
embodied in the following remarks: 

1. IntPvOduction. — It is not important for the mere Learner of 
French to master the views of Language contained in the Prelimi- 
nary Treatise. The Treatise is essential to the completeness of the 
work, as an account, for those who desire to understand them, of 
the Principles upon which the Book is constructed. The Principles 
being present, however, and embodied in the Lessons and Exercises, 
the Learner will, at every step, experience the benefit of them, 
whether he makes a study of them, as Principles, or not. 

2. Treatise on Pronxjnciati^n, and Key. — In mastering the pro- 
nunciation of French, the Pronouncer and Key to this work, — a 
separate volume — will be found nearly indispensable: it must 
prove an invaluable aid to both Learner and Teacher, containing 
as it does a complete notated or phonetic rendering of all the 
Lessons, with other important instructions on the subject. Let the 
Student first read over attentively the Treatise on Pronunciation 
at the beginning of this book, and then plunge without delay into 
the Lessons and Exercises, relying unhesitatingly upon his Pro- 
nouncer and Key : he will avail himself also of the aid of his 
Teacher, if he have one. By then recurring, from time to time, 
to the Treatise itself he will gradually acquire that detailed 
knowledge of the exceptions and irregularities of orthography 
which the advantages offered by the Pronounoer and Key will 
enable him to dispense with in the beginning. 



60 DIRECTIONS AND SUGGESTIONS. 

3. The Lessons. — ^These consist, mostly, of Questions and Answers. 
The Teacher may ask the Pupil, or the Class of Pupils in turn, the 
printed Questions, and each Pupil may reply in full ; that is, not 
simply by saying Yes or iV^o, but by giving, without the Book, the 
Answers printed in the Book; or the Pupil may learn both the 
Questions and Answers, and repeat them in French, as the Teacher 
gives them out in English, to the Teacher ; or, when studying alone, 
repeat them to himself. 

4. The Exercises. — These are in English, and intended to be trans- 
lated into French by the Learner, and written out in that Language. 
As he will have been made familiar, in the previous Lessons, with 
all the words to be employed in making the Translation, he can 
hardly make any mistake. 

5. The Observations. — ^These must be well read and understood. 
They will greatly facilitate the progress of the Learner. 

6. It is an excellent practice, while urging on to get through the 
Book rapidly, constantly to return to the previous Lessons, and so to 
continue reviewing until the whole hecomes perfectly/ familiar. 



FIKST COURSE. 



FIRST LESSON OF THE FIRST COURSE. 

YERB AND" PERSONAL PK0N0T7N. 



are you conjugating ? 
I am conjugating. 


conjuguez-vous ? 
je conjugue. 


(Observation 1.^ 


I 

AM CONJUGATING. 


JE 
CONJUGUE. 


(Obs. 2:) 
(Obs. 3.) 


ARE CONJUGATING 
YOU. 


CONJUGUEZ 
YOts. 


(Obs. 3.) 
(Obs. 2.) 


are you asldng ? 

I am asking. 

are you speaking ? 

I am speaking. ^ 

are you looking ? ^ 
I am looking, 
are you counting? 
I am counting. 


demandez-vous ? 
je demande. 
parlez-vous ? 
je parle. 
regardez-vous ? 
je Tegarde. 
comptez-vous ? 
je compte. 


(Obs. 4.) 


are you teaching ? 
I am teaching. 


enseignez-vous ? 
j*enseigne. 




I 


J* 


(Obs. 5.) 


are you studying ? 
I am studyiag. 


etudiez-vous ? 
j'etudie. 




are you inhabiting ? 
I am inhabiting. 


habitez-vous ? 
jTiabite. 


(Obs. 6.) 


are you hastening ? 
I am hastening. 


hatez-vous ? 
je hate. 


(Obs. T.) 



FIRST EXERCISE OP THE FIRST COURSE. 

1. Are you speaking? — I am speaking. 2. Are you looking? — 
I am looking. 8. Are you studying? — I am studying. 4. Are 
you counting ? — I am counting. 



OBSEEVATIONS. 
1. The Learner of a foreign Language must not expect to find one word 
in his own Language always translated by one word in the Language he is 
learning, nor two words by two words. The same idea is frequently ex- 



62 FIRST COURSE. 

pressed, in one Language, by a single word, and, in another Language, by 
several. This will seem strange to one wholly unaccustomed to it, but the 
sooner it is known the better. Conjuguez^ in French, is equivalent to 
ARE CONJUGATING in English, conjugue to am conjugating, etc. 

2. The words y^ and wus^ in the above Lesson, belong to a kind of words 
which arc called Personal Pronouns. They are called Personal because 
they signify persons, and they are called Pro-Nouns, that is to say, instead 
of nouns or names^ because they are used instead of the names of the per- 
sons whom they represent. Je is used instead of the name of the person 
who speaks, as / is in English, and wus instead of the name of the per- 
son spoken to, as you^ in English. Je^ I, or the person speaking, is called 
the First Person, and Vous^ You, or the person spoken to, is called the 
Second Person. The Personal Pronouns are not the names of persons, 
but words used instead, of their names ; thus, the person speaking always 
says, Je or I, and the person spoken to is always called Vous or You, let 
their names be what they may, a^d consequently these words are changed 
about, as different persons take up the conversation; thus, I ask the ques- 
tion, Parlez-mus f Are you speaking ? the Vous being used instead of 
your name, and you answer : Je parle^ I am speaking, when the Je comes to 
be used also instead of your name, for which the Vous had previously been 
used. There are only about half a dozen Personal Pronouns in any Lan- 
guage. The regaining ones of the French Language will be mentioned 
when they are introduced. 

3. The words Parle, Am speaking, Parlez, Are speaking ; Etudie, Am 
STUDYING, Etudiez, Are studying, and all similar words which signify tJie 
doing of something, are called Verbs. The Student will observe that a 
Personal Pronoun and a Verb go together in these sentences, and that the 
Verb changes its form, for example, from ParU to Parlez, when the Pro- 
noun is changed from Je to Vous. This is what is meant when it is said 
that, "the Verb agrees with the Nominative ;" the Pronoun, in such a 
case, being called Nominative, from its office, which is to name a person 
or thing. 

Pronouns are called one Part of Speech (or Class of Words), and Verbs 
Another Part of Speech (or Class of Words). It is necessary that the Stu- 
dent should know the different Parts of Speech or Classes of Words, so as 
to understand easily the observations and directions that have to be given 
About them. There are no more than from Seven to Ten Parts of Speech, 
as differently reckoned by different Grammarians, and they will be very 
easily learned as we proceed. 

4. When the Personal Pronoun, in interrogative sentences, is placea 
after the Verb, it must be connected with it by a hyphen (-) ; thus, 
Comptez-vous ? Are you counting ? and not Compt<iz vous ? without the 
hyphen. 



SECOND LESSON. 



63 



5. Je and other small words ending in ^, in French, such as X^, The ; 
4/e, Me ; Que^ That, lose their e when the next word begins with a 
Vowel-Sound. This makes the pronunciation easier. The two words 
run together somewhat like it isy in English, contracted into His, In this 
manner, Je enseigne is contracted into J^enseignej pronounced as one 
word. The contraction is marked by the apostrophe (')• 

6. When h is silent or inefficient as in the English word Tiour, the e of 
the Pronoun Je and other similar words is dropped, precisely as in the 
case of simple Vowels. 

7. If h be what the French call aspirated and what we call efficient, the 
e in Je is preserved before the h, just as if it were a Consonant-Sound. 



SECOND LESSON OF THE FIRST COURSE. 

ARTICLE, NOUN, AND ADJECTIVE. 



are you conjugating the verb ? 
I am conjugating the verb. 



the mirror, 
the French. 

are you hastening the work ? 
I am hastening the work. 

THE. 

the money, 
the English. 

a cake. 

A, AN. 

a biscuit. 

the good biscuit. 

a good cake. 

GOOD. 

bad. 
the bad. 
a bad. 
sweetmeat, 
are you eating ? 
I am eating. 

the excel^nt. 
coffee, y^* 
are you^preparing t 
I am preparing. 



conjuguez-vous le verbe ? 
je conjugue le verbe. 



LE. 

le miroir. 
le fran9ais. 

hatez-vous Touvrage ? 
je hate rouvrage, 

l' 

Targent. 
Tanglais. 

un gateau. 

UN. 

un biscuit, 
le bon biscuit, 
un bon gateau. 

BON. 

mauvais. 
le mauvais. 
un mauvais. 
bonbon, 
mangez-vous ? 
je mange. 

Fexcellent. 
cafe. 

preparez-vous ? 
je prepare. 



(Obs. 1.; 
(Obs. 2.) 



(Obs. 2.) 



(Obs. 2.) 



(Obs. 3.) 
(Adj.) 



(Obs. 3.) 



64 FIRST COURSE. 



PillLADELPniA. 

are you leaving ? 
I am leaving. 

Peter. 

are you scolding ? 
I am scolding. 



Philadelphie. (Obs. 1.) 

quittez-vous ? 
je quitte. 

Pierre. (Obs. 1.) 

grondez-vous ? 
je gronde. 



SECOND EXERCISE OP THE FIRST COURSE. 

1. Are you teaching French ? — I am teaching French. 2. Are 
you eating a good biscuit ? — I am eating a good biscuit, 3. Are 
you preparing the excellent cojffee ? — I am preparing the excellent 
coffee. 4. Are you teaching English? — I am teaching English. 
5. Are you scolding Peter? — I am scolding Petrf^. Are you 
leaving Philadelphia ?— ^I am leaving Philadelphia. -^ 



OBSERVATIONS. 

1. Words which are used as the names of Things, or Persons, or Places, 
constitute another Class of Words or Part of Speech called Nouns or Sub- 
stantives. Such, for example, are Verhe, Verb ; FJiiladelpliie^ Philadel- 
phia ; Pierre^ Peter, etc. Individual Names, such as we begin with a 
capital Letter, are called Proper Nouns. The others are called Common 
Nouns. The word Verbe is a Noun, because it is used as the Name of a 
Part of Speech. 

2. The little words Ze, L\ The, and Ifn^ A or An, form still another 
Class of Words or Part of Speech entirely by themselves. They are called 
Articles. They always go with and belong to Nouns as a sort of attendant 
or handle, without being very important in their own signification. Le^ 
L\ The, is called the Definite Article, as it is applied to Nouns used more 
specifically, and ^, A or An, is called the Indefinite Article, being 
applied to Nouns used more indefinitely. For example : Vhomme, The 
MAN, refers to some particular man, already mentioned and supposed to 
be known, while Un Jiomme^ A man, means no one in particular, but some 
one Jtidefinitely. 

Fori', see Lesson 1, Obs. 5. 

8. Words which are used to show the qualities of things, that is, to 
show of what hind a thing or person is, constitute another Class of Words 
or Part of Speech called Adjectives, because they are added to Nouns for 
that purpose, as Bo?i is added to Biscuit and B.ccellefit to Ca/ej in the above 
examples, to show what kind of a Biscuit or Cafe is meant. Adjectives go 
along with, and belong to, or qualify Nouns. Tiie Article is then placed 
before both the Noun and the Adjective. 



THIRD LESSON. 



65 



THIRD LESION OF THE FIRST COURSE. 

^^liONOUNS, (iNTEKKOGATIV]^ ETC.) 



what are you wishing for? 

WHAT. 


que souhWtez-vous ? 

QUE.*' ' 


(Obs. 


1-) 


I am wishing for. 
a glass. 


je souhaite. 
un verre. 






what are you forgetting ? 

WHAT. 


qu'oubliez-YOus ? 

QU* 


(Obs. 


1) 


I am forgetting, 
the book. 


j^oublie. 
le livre. 






your dictionary, 
my exercise. 


votre dictioimaire. 
mon exercice. 






TOUR. 


VOTRE. 


(Obs. 


2.) 


MY. 


MON. 


(Obs. 


2.) 


are you sawing ? 
my wood. 
I am sawing, 
your bench. 


sciez-Yous? v.. . 
mon bois. * ' "- '^, 
je scie. 
votre banc. 


- 


*' 


pretty, 
horse. 

^giy. 

rat. 


joli. 
cheval. 
vilain. 
rat 


(Adj.) 

(Adj.;) 


which horse ? 
what fine horse? 


quel cheval ? 
quel joli cheval ? 






WHAT, WHICH. 


QUEL. 


(Obs 


3.) 


are you hiring ? 

I am hiring the pretty horse ? 

which rat? 

which ugly rat? 

are you killing ? 

I am killing the ugly rat. 


louez-vous ? 

je loue le joli cheval. 

quel rat ? 

quel vilain rat ? 

tuez-vous ? 

je tue le vilain rat. 






WHICH ONE, or WHAT ONE? 


LEQUEL ? 


(Obs. 


4.) 


are you catching ? 
I am catching, 
my bird. 


attrapez-vous ? 
j'attrape. 
mon oiseau. 


^ 




are you catching my bird ? 
what bird are you catching ? 
which one are you catching ? 
are you catching mine ? 
I am catching yours. 


attrapez-vous mon oiseau ? 
quel oiseau attrapez-vous? 
lequel attrapez-vous ? 
attrapez-vous le mien ? 
j'attrape le votre. 




YOURS. 


LE VOTRE. 


(Oba 


.5.) 


MINE. 


LE MIEN. 


(Obs 


5.) 



66 



FIRST COURSE. 



THIRD EXERCISE OF THE FIRST COURSE. 

1. What book are ^ou wishing for? '"Wlj||h one are you 
wishing for ? — I am w^|iing for the pretty boo^^ 2. What bench 
are you sawing ? Which one are you sawing ? — I am sawing the 
wood. 3. Are you forgetting your exercise ? — I am forgetting my 
exercise. 



OBSERVATIONS. 

1. Que, Qil\\?, called an Interrogative Pronoun, because it is used in 
asking questions or interrogating. 

For Qu* see Lesson 1, Obs. 5. 

2. Votre and Mon are called by the long name Possessive Adjective 
Pronouns. They are Pronouns, in .the first place, because, like Vous and Je, 
they save the mention of a Noun or Name. (L. 1, Obs. 2.) They are 
called Adjectives, because, like Adjectives, they go along with and belong 
to Nouns, as Votre dictionnai?'e, Your dictionary ; Mon exe7'cice, My exer- 
cise, etc., and, finally, they are called Possessive, because they show to 
whom the thing named by the Noun belongs. It is my hr other or your 
uncle, that is, the brother or uncle that belongs to me, John, or to you, Peter. 

3. Qud is used for which or what, before a Noun, as que is for what, 
before a Verb. Quel is then called an Interrogative Adjective Pronoun, 
because, like an Adjective, it is attached to a Noun. 

4. Lequel is called the Absolute Interrogative Adjective Pronoun. It is 
called Absolute because it is able to stand quite alone. Whenever it is 
used, the Noun to which it really belongs is omitted, being sufficiently 
indicated by the Pronoun itself. 

5. Le votre and Le mien are called Absolute Possessive Adjective Pro- 
nouns, because they are not followed by the Noun, like Mon and Votre 
(Obs. 2), the Noun being understood or supplied by the mind, as it is 
after Lequel. (Obs. 4.) 



FOURTH LESSON OF THE FIEST COURSE. 

ADVERBS. 

POURQUOL 



are you sniffing? 
I am sniffing. 



are you gilding ? ^ 
1 am gilding. 



reniflez-vous ? 
je renifle. 

comment. 

dorez-vous ? 
je dore. 



(Obs. 1.) 



(Adv.) 



FOURTB 


[ LESSON. 


67 




ainsi. 


(Adv) 




maintenant. 


(Adv.) 




pourquoi reniflez-vous ainsi ? 
comment dorez-vous ainsi ? 




ne (before) pas (after the Verb). 




je ne renifle pas maintenant. 




je ne dore pas maintenant. 




rC (before a YoTvel) pas. 






n'enseignez-vous pas ? 






je n'enseigne pas. 






NE, N* 


(Obs. 2.) 




travaillez-vous ? 






ne travaillez-vous pas ? 






je travaille. 






je ne travaille pas. 






heaucoup. 


(Adv.) 




peu. 


(Adv.) 




VOUS DOREZ. 


(Obs. 3.) 




vous reniflez. 






VOUS travaillez. 






trop. 


(Adv.) 




assez. 


(Adv.) 




gran(L 
petit 


(Adj.) 
(Adj.) 




journal, 
poele. 
chapeau. 
pupitre. 






repassez-vous ? 






je repasse. 
dechirez-vous ? 






je dechire. 






oui. 


(Adv.) 




non. 


(Adv.) 




monsieur. 





why are you sniffing so ? 
how are you gilding so ? 



I am not sniffing now. 
I am not gilding now. 



are you not teaching ? 
I am not teaching. 

NOT. 

are you working ? 
are you not working ? 
I am working. 
I am not working. 

J<4"CH, A GOOD DEAL. 

A LITTLE. 

YOU ARE GILDING. 

you are sniffing, 
you are working. 



big, great, large, 
small. 

newspaper, 
stove, 
hat. 
desk. 

are you ironing ? 
I am ironing, 
are you tearing? 
I am tearing. 



NO. 

sir 



FOURTH EXERCISE OP THE FIRST COURSE. 

1. Are you working a good deal, Sir? — No, Sir, I am not 
working much. 2. What are you gilding now ? — I am now gild- 
ing my small dictionary. 3. How are you ironing the hat? — 
Which one % Mine ? — Yes, yours. — I am ironing my hat so. 4. 



\ 



68 FIRST COURSE. 

Are you not working too much, Sir ? — No, Sir, T am not working 
too much. 5. You are tearing the newspaper, Sir. — Yes, Sir, I am 
tearing the newspaper. 

OBSERVATIONS. 

1. Pourquoi and other words of this kind, examples of which are in- 
troduced in this Lesson, belong to a new Class of Words or Part of Speech, 
called Adverbs. They are used to qualify the Verb ; hence their name of 
Ad- Verb J — added or joined to the Verb ;* for example, Je^arle mainUnant^ 
I AM SPEAKING NOW, in which sentence Maintenant^ Now, qualifies or mod- 
ifies the Verb Parle^ Am speakino, by confining the action specifically to the 
present moment. Adverbs usually supply the time^ place^ or manner^ in 
which actions expressed by the Verb take place. This is, perhaps, the most 
difiBlcult Part of Speech for the Learner to get a clear idea of, as the cir- 
cumstances of an action are so various in kind. Pourqmi^ "Why, for 
example, asks for the reason of an 'action, which does not come strictly 
under tvrae^ place, or manner. Still, it is one of the circumstances of an 
action, and the word is, therefore, called an Adverb. 

In tlie few following Lessons each Adverb will be followed, when intro- 
duced, to aid the Learner in acquiring them, by the Letters (Adv.) Through- 
out the book, Adverbs will be introduced, as well as Conjunctions and Pre- 
positions — two Parts of Speech not yet mentioned — in Italic Letters. 

The place of the Adverb, either before or after the Verb, should not be 
overlooked. Adverbs of Interrogation, as Fourqtcoiy Why; Comment, 
How, come before the Verb as in English. Those expressing quality, time, 
etc., are placed immediately after the Verb ; not permitting several words 
to come between, as in English. Thus, the French would say : Are you 
TPvEATiNQ- well THIS MAN ? — HOt, as in English, Ake you treating this man 
loellf unless the Adverb itself is made up of a long word, as Maintenunt, 
Now, or of several words, as, A ^present, At present ; De temps en temps, 
Once in a while, in which case they may be placed at the end. 

2. Adverbs of Negation, corresponding to Not, never, nowhere, etc., 
in English, are very peculiar in French. They are made up of two words 
instead of one, one of which usually goes before the Verb and the other 
comes after ; thus : Je ^is,parle pas, I am not speaking. The other examples 
of this usage will be gradually introduced in the following Lessons, and 
should receive special attention. 

The negative phrase should be learned as a wlwle, with no effort to 
translate, in the mind, the separate words. 

3. The Afiftrmative Form of the Second Person Plural of the Verb is 
introduced here for the first time. There is no other difference between 
it and the question, except that the Pronoun is placed before the Verb, and 
there is now no hyphen between them. 



FIFTH 


LESSON. 


69 


FIFTH LESSON OF 


THE FIRST COURSE. 




DEMONSTRA'llVJy PRONOUNS. 




THIS, or THAT. 


CE. 


(Obs. 1.) 


this hero, 
this tailor, 
this shoemaker, 
this restaurateur. 


ce heros. 
ce tailleur. 
ee cordonnier. 
ce restaurateur. 




are you dressing the head ? 

I am dressing the head. 

are you dressing ? 

I am dressing. 

are you contemplating ? 

I am contemplating. 


coiffez-vous ? 
je coiflfe. 
habillez-vous ? 
j'habille. 
contemplez-vous ? 
je contemple. 




THIS, or THAT. 


CET. 


(Obs. 1.) 


this man, 
this friend. 


cet homme. 
cet ami. 




fine. 

new. 

• 


beau, 
nouveau. 


(Adj.) 


you are dressing this new restau- 
rateur. 

you are dressing the hair of this 
fine shoemaker. 


Yous habillez ce nouveau restau- 
rateur, 
vous coiffez ce beau cordonnier. 


fine, 
new. 


bel. 
nouvel. 


(Obs. 2.) 
(Obs. 2.) 


apprentice, 
boy. 


apprenti. 
enfant. 




this new apprentice, 
this fine boy. 


ce nouvel apprenti. 
ce bel enfant. 




[is IT (true) THAT.] 


EST-CE QUE. 


(Obs. 3.) 


am I contemplating ? 
am I sawing ? 


est-ce que je contemple? 
est-ce que je scie ? 




WELL. 


hien. 


(Adv.) 


BADLY. 


mal. 


(Adv.) 


VERT WELL. 


tres hien. 




VERY BADLY. 


tres mal. 




VERY GOOD. 


tites hon. 


(Obs. 4.) 


VERY. 


ires. 


(Adv.) 


you are treating, 
am I treating ? 
you are thinking, 
am I thinking ? 


vous traitez. 

est-ce que je traite ? 

vous pensez. 

est-ce que je pense ? 




THIS. 


OECI. 


(Obs. 5.^ 



t ^ FIRST 


COURSE. 




am I wishing for this? 


est-ce que je desire ceci 


? 


THAT. 

you are not wishing for that. 


CELA. 

vous ne desirez pas cela. 


(Obs. 5.) 


THIS. 


CE. . . 01. 


(Obs. 6.) 


THAT. 

this shoemaker, 
this tailor, 
this fine man. 
that new apprentice. 


CE. . . LA. 

ce cordonnier-ci. 
ce tailleur-la. 
ce bel homme-ci. 
ce nouvel apprenti-la. 


(Obs. 6.) 


THIS. 


GET. . . CI. 


(Obs. 6.) 


THAT. 

honest, 
elegant. 

this elegant tailor, 
that honest man. 


CET. . . LA. 

honnete. 
elegant. 

cet elegant taii.eur-ci. 
cet honnete homme-la. 


(Obs. 6.) 

(Adj.) 
(Adj.) 

(Obs. 6.) 


the big one. 

the wicked, naughty one. 


le gros. 
le mechant. 


(Obs. Y.) 


this big one. 
that wicked one. 

fellow, 
piece. 


ce gros-.ci 
ce mechant-la. 

gar^on. 
morceau. 


(Obs. 8.) 



FIFTH EXERCISE OF THE FIRST COURSE. 

• 1. Are you contemplating this hero ? — I am contemplating this 
hero. 2. Are you treating this new apprentice well? — I am treat- 
ing this new apprentice well. 8. Are you gilding the large desk ? 
— Which one ? The large one. — Yes, Sir, I am gilding the large 
desk, the large one. 4. Are you dressing the head of that nice 
fellow ? — I am dressing the head of that nice fellow. 5. Are you 
thinking now ? — I am not thinking now. 6. You are treating the 
boy very badly, the big one. — Am I treating the big boy very bad- 
ly ? 7. Are you teaching French now ? — No, Sir, I am not teach- 
ing French now. 



OBSEKyATIONS. 

1. Ce, cet, This, that, are called Demonstrative Adjective Pronouns. 
They always accompany a Substantive, and are called Demonstrative, 
because they demonstrate or point out particularly the objects to the names 
of which they are affixed. 

Ce becomes cet before a Vowel or 7i mute, to prevent the hiatus oi 
-* gap " in the voice resulting from the meeting of two Vowels, such as : 



FIFTH LESSON. ' 71 

Ce ami, This feiend ; Ce homme. This man, would present ; instead of wliich, 
therefore, Get ami, cet Twrrnne, are used. 

2. Beau, nouveau, make lei, nouvel, before a word beginning with a 
Vowel or A mute ; also to prevent the Tdatus. 

8. When the First Person Singular of the Present Indicative is used 
interrogatively, the words Est-ce-que [Is it (true) that] are placed before 
the afiirmative form to make the interrogative sense ; for example, Je con- 
temple, I AM CONTEMPLATING, wMch is affirmative, becomes Est-ce que je 
contemple ? Am I contemplating ? which is the interrogative or question- 
ing form. 

Por the meaning of the terms "Pirst Person" and *' Second Person," 
see L. 1, Obs. 2. The term "Singular" means, in Grammar, that which 
relates to a Single one, and "Plural" that which relates to many, or more 
than on£. Je contemple, I am contemplating, is therefore a Pronoun, Je, and 
a Verb, Contemple, in the Pirst Person Singular. The Verb is said to be in 
the Pirst Person Singular as well as the Pronoun, because it changes its 
form to agree with its Nominative. (L. 1, Obs. 2.) 

The Term "Indicative," used in the above Eule, means "Indicative 
Mode," which is that form of the Verb by which a direct statement is made, 
or a direct question asked. As aU the Verbs introduced at present are In- 
dicative, the Pupil need pay no special attention to the understanding of 
this term here. 

The term "Present" means " The Present Tense," which is that Form 
of the Verb which relates to actions spoken of as actually talcing place at 
tTie time they are m^entioned ; as distinguished from Past or Future actions, 
which have their own appropriate forms. Je contemple means I am now 
CONTEMPLATING, and is therefore Present. 

4. Tres, Veet, an Adverb, is only used before an Adjective or Adverb, 
never with a Verb. 

5. Ceci, This ; Cela, That, are called Demonstrative Pronouns. They 
point out the thing spoken of, Ceci (This thing Hebe), as being nearer 
your hand or sight, Cela (That thing Theee), as being further off. They 
are used for things only, never for persons, and with them the name of 
the thing is never expressed. If the name were given, ce... ci, ce.., la would 
be employed instead. 

6. Ce... ci, cet... ci ; ce.., la, cet... la are used with a Noun and even some- 
times with a Noun and an Adjective coming between the two parts of 
the Pronoun ce and ci, cet and ci, etc. This form of expression is frequent- 
ly used in familiar conversation ; it is not so often found in books. Ci and 
la express nearness or remoteness as Here and There do in English. Cet 
is used before a vowel or silent li. 

In books more frequently, and often in conversation, the ci and lah(t\rix 
omitted, the difference between the nearness and remoteness of the objcov 



72 



FIRST COURSE. 



spoken of is not marked, as it always is by this and that in English, but is 
left to be inferred. 

7. Adjectives substantively used, that is to say, without the Substan- 
tives which are understood to accompany them, are translated, in English, 
by the Adjective followed by the word One : Le gros, The big- one. 

8. Ce gros-ci, This Bia one (here), Ce gros-la^ That Bia one (there) ; when 
the Demonstrative Pronoun accompanies the Adjective substantively used, 
the cij la, may be added to it when you mean to convey the sense of dcfi- 
niteuess which these little words express. 



SIXTH LESSON OF 


THE FIRST COURSE 




PREPOSITIONS. 




ON, UPON. 


SUR, 


(Obs. 1.) 


on the floor. 


sur le plancher. 




UNDER. 


sous. 


(Prep.) 


under the bureau. 


sous le bureaiL 




NOT. 


ne, or ti' (before) point (after the 
Verb). 


are you not spitting ? 
am I spitting ? 


ne crachez-vous point ? 
est-ce que je crache? 


(Obs. 2.) 


are you supping ? 
I am supping. 


soupez-vous ? 
je soupe. 




SOMETIMES. 


quelquefois. 


(Adv.) 


NEVER. 


ne, or n' (before) jamais 
Verb). 


(after the 


are you never supping ? 
I am supping sometimes. 


ne soupez-vous jamais? 
je soupe quelquefois. 


(Obs. 3.) 


WITH. 


avec. 


(Prep.) 


the employer, 
the employee. 


le patron. 
Temploye. 




WHERE. 


oil. 


(Adv.) 


are you lodging ? 
I am lodging. 


logez-vous ? 
je loge. 




this night, to-night. 


ce soir. 




where are you living ? 
I am living. 


ou demeurez-vous ? 
je demeure. 




AT PRESENT. 


d> present. 


(Adv.) 


HERE. 


icL 


(Adv.) 


THERE. 


la. 


(Adv.) 



XTH 


LESSON. 




73 


a Boston, 




(Prep.) 




cher. 




(Adj.) 




vieux. 




(Adj.) 




jeune. 




(Adj.) 




dans. 




(Prep.) 




dans le couloir. 






lavez-Yous ? 
je lave. 








passez-vous 
je passe. 


f 






de tenips en 


temps. 


(Adv.) 


€« 


passez-vous 
temps en 


dans le 
temps? 


couloir de 




pardon ! 







AT, IS. 

in Boston. 

dear. 

old. 

young. 

IN. 

in the passage. 

are you washing f 
I am washing, 
are you passing f 
I am passing, 

ONCE IN A WHILE, 

are you passing in the passage 
once in a while! 

I beg your pardon. 



SIXTH EXERCISE OF THE FIRST COURSE, 

1. Are you supping with the employer once in a while ? — I am 
supping with the employer. 2. Where are you lodging at present ? 
— I am lodging here. 3. Why are you living there now ? — I am 
not living therQ now. 4. Are you not living in Boston ? — No, Sir, 
I am living in Philadelphia. 5, How are you treating my dear 
friend Peter ? — I am treating your dear friend Peter well. 6. You 
are spitting on the floor, young man. — I beg your pardon, Sir, I am 
not spitting on the floor. 



OBSERVATIONS. 

1. A new Part of Speech is introduced into this Lesson, called the Pre- 
position, a word of Latin origin, which means position hefore. Its 
functions are to determine the relations of time, place, etc., existing be- 
tween two objects or persons, or circumstances, the second of which must 
be expressed by a Noun accompanied or not by its customary attendants, 
the Article, Adjective, or Adjective Pronoun. Sur^ Upon, and Sous^ 
Under, are therefore Prepositions, signifying a relation of place. There 
are only a few Prepositions in each Language, and they will be indicated, 
when introduced, by the Letters (Prep.) until the Pupil is supposed to be 
"familiar with this important Class of Words. 

2. Ne,». point is the same as Tie... pas, but sometimes gives more force 
to the Negative. They are often used, in the familiar style, indifferently 
for one another. 

4 



74 



FIRST COURSE. 



8. Never must be translated by ne^ ti'.,. jamais, and not hy jamais alone, 
except in an answer to a question, of such a kind that Nevee is the only 
word used. For example : Question, Ake you going there ? Answer, 
Never — Jamais, 



SEVENTH LESSON OF THE FIRST COURSE. 

relative pronouns. 

QUE . . . ^{Relative Pronoun.) 

depensez-vous ? 



THAT, TVHICH. . . 

are you spending ? 

I am spending. 

the money which . . . 

you are earning. 

. . .which I am earning. 

THAT WHICH, THE ONE WHICH. , , 

are you climbing ? 
am I climbing ? 
on the tree which . . . 
on the one which . . . 

I am pulling out, up. 
are you pulling out^ up ? 

the pine. 

under which . . . 

the one under which . . . 

I am resting. 

WHICH. .. 
THIS, THIS one. 
THAT, THAT ONE. 

are you resting ? 
under this one. 
under that one. 

WHAT. 

to what;, at what, about what, 
what are you thinking of, at? 
I am thinking of something. 

SOMETHING. 

NOTHING, NOT ANYTHING. 

I am not ^linking of anything. 

are you emptying ? 

am I emptying something into the 

bucket ? 
I am not emptying anything ? 

bucket. 



(Obs. 1.) 
(Obs. 2.) 



^ 

U- 



je depense. 
I'argent que . * . 
vous gagnez. - 
...que jegagne. 

CELUI QUE. . . ^^ 

grimpez-vous ? 
est-ce que je grimpe? 
sur I'arbre que . . . H 
sur celui ^«e ... 

j'arrache.^^^,^^ V^ 

arraehez-VdSi^? ' •' 

sous lequel ... -^ • 

celui sous lequel, 
je repos©." 

LEQUEL. . . 
CELUI-CI. Mg. 
CELUI-LA. • 

reposez-vous ? 
sous celui-ci. - 
sous celui-la. 

QUOL f'^ 



a quoi. i--- , 

a quoi songez-vpdis'? 

je songe a queJquejchose. 

QUELQUE CHOSEN-' ~V (Obs. 6.) 

we, or, w' (before) •nV;i (aftei^^y^ 
Verb). ^ ' r^ 

je ne songe d.^*ien. 

videz-vous ? . 

est-ce que je vide quelque clio^' 
dans le seau? ."^^ 

je ne vido^'rien. 



C0^^) 

(Obs. ^ 



(Obs.^ 



<J 

9 



i 



SEVENTH LESSON. 75 



WHAT, THAT WHICH. . . 

are you finding ? 
what I am looking for. 
I am not finding what. . . 
you are looking for. 



CE QUE . . . 

trouvez-vous ? 

ce que je cherche. 

je ne trouve point ce que, 

vous cherchez. 



SEVENTH EXERCISE OF THE FIRST COURSE. 

1. Are you emptying the bucket? — I am emptying the bucket. 
2. Why are you not washing the floor now ? — I am washing the 
bucket now. 3. What are you thinking about at present ? — I am 
thinking about my pretty hat. 4. Why are you pulling up the 
tree under which I am reposing ? — I beg your pardon. 5. Am I 
spending what you are earning ? — ^Yes, Sir, you are spending what 
I am earning. 

OBSEEVATIONS. 

1. We saw, in the Third Lesson, this very same word Que used for 
What, an Interrogative Pronoun. It is a difficulty inherent in all Languages 
to have a word loaded with several significations. Here, Que is a Eelative 
or Belating Pronoun, that is to say, a Pronoun putting the Noun or Pro- 
noun which always precedes it in relation with something which is to follow. 

The object which precedes a Eelative Pronoun and to which it ^e-lates 
or Refers lack^ is called its Ante-cedent (that which goes before). For 
example, in the phrase, Je depense ^'aegent que mus gagnez^ the word ar- 
gent is the Antecedent to which the Eelative Pronoun guc refers or re- 
lates. 

Observe well this difference between the two Languages^ that, in French, 
the Eelative Pronoun must always be expressed, while in English it is 
often omitted, as when we say, " The money you are earning," instead 
of " The money which (or that) you are earning." 

2. Celui^ That, The oxe, is a Pronoun standing for some Noun pre- 
viously expressed. It is then the Antecedent of Que, Which. 

3. When Which is directly preceded by a Preposition, as Sous lequel..., 
Under which..., it is rendered in French by Lequel, and not by Que^ which 
is never used with, or, as the Grammatical phrase is, never governed by 
a Preposition. Lequel is composed of two words, Ze, the Article The, 
and Quel, a Pronoun, meaning Which, written together as one word. 

4. Celui-ci (This one here), Cehd-la (That one there), is the Absolute 
Demonstrative Pronoun. It bears the same relation to Ce and Lid that 
Ze mien and Le votre bear to Man and Voire, and Lequel to Quel. 



76 



FIRST COURSE. 



5. Quoij What, is a modification of Que^ and is used dbsohitely^ that is, 
with no Noun following, when a Preposition precedes it, in which case 
Que cannot be used. Quoi is almost always preceded or " governed " by a 
Preposition. 

Quoi is more indefinite than Lequel. Lequel supposes several definite 
objects before the mind to one of which it relates ; Quoi relates to one, in- 
definitely, among aU possible objects. 

Either may be merely Kelative or Relative Interrogative or merely In- 
terrogative, in which last case they are called Interrogative Pronouns. 

6. Quelque (some) and chose (thino) are never contracted into one word 
as in English. 



EIGHTH LESSON OF 


THE FIRST COURSE 




ooNjuNqnoNs. 




AND. 

the father and . . . 
the son. 
Paul and... 
James. 


- \ 

le pere etf. . ■ 
le fils. , 
Paulet... 
Jacques. 


(Obs. 1.) 


OR. 

the uncle or. , . 
the nephew. 
Montreal or . . . 
Syracuse. 


ou. 

I'oncle ou., . 
le neveu. 
Montreal ou... 
Syracuse. 


(Conj.) 


WHEN, WHILK 


lorsque. 


(Conj.) 


WHEN. 


quand. 


(Conj.) 


are you limping ? 
am 1 limping ? 
you are walking. 
I am walking. 


boitez-vous ? 
est-ce que je boite ? . 
vous marchez. , 
je march e. 




AS WELL AS. 


amsi bien que^ qv! 


(Conj.) 


AS MUCH AS. 


autant que^ qv! 


(Conj.) 


FORMERLY. 


autrefois. 


(Adv.) 


BEFORE, HERETOFORE. 


auparavant 


(Adv.) 


the Frenchman, 
the Englishman. 


le FranQais. 
TAnglais. 




AS, LIKE. 


comme. 


(Conj.) 


BECAUSE. 


parce que. 


(Conj.) 


are you dancing ? 
I am dancing. 


dansez-vous ? 
je danse. 





EIGHTH LESSON. 



77 



are jou pronouncing? 
I am pronouncing. 

are you dancing as much as for- 
merly ? 

I am not dancing as much as for- 
merly. 

are you pronouncing English like 
French ? 

I am pronouncing French as well 
as the Frenchman. 

are you limping while you are 

walking ? 
I am not limping while I am 

walking. 

NEITHEK, NOR. 

are you provoking. . . 

neither the cock. . . 

nor the cat ? 

are you neither provoking the 

cock nor the cat ? 
I am provoking neither the cock 

nor the cat. 



prononcez-vous ? 
je prononce. » 

dansez-vous autant qu'autrefois ? 

je ne danse pas autant qu'autre- 
fois. 

.prononcez-vous Tanglais comme 
le fran9ais ? (Obs. 2.) 

je prononce le frangais aussi bien 
que le Frangais. (Obs. 3.) 

boitez-vous lorsque vous marchez ? 
je ne boite pas lorsque je march e. 

ne (before) ni, ,. ni. . , (after the 
Verb). 

n'agacez-vous . . . 
ni le coq. . . 
ni le chat ? 

n'agacez-vous ni le coq ni le 
chat? (Obs. 4.) 

je n'agace ni' le coq ni le chat 



NErmER, NOR. 


ne,, , ni,., ni, .. 


(Conj.) 


of what? » 
on what ? 
about what ? 


de quoi ? 

sur quoi ? 

a propos de quoi ? 




what are you talking about? 
I am not talking about anything. 
on what are you striking ? 
I am striking on this. 


de quoi parlez-vous ? 
je ne parle de rien. 
sur quoi frappez-vous ? 
je frappe sur ceci. 


(Obs. 6.) 


about what are you crying ? 
I am crying about my cat. 


a propos de quoi pleurez-vous ? 
je pleure a propos de mon chat. 


OF, ABOUT, CONCERNING. 


de, (f 


(Prep.) 


ABOUT, CONCERNING. 


d propos de. 


(Prep.) 


the beaver hat. 
beaver. 


le chapeau de castor, 
castor. 


(Obs. 6.) 


Edward. 
Edward's coat 


]6douard. 

rhabit d'ifidouard. 


(Obs. 6.) 


the beaver one. 

that of Edward, Edward's. 


celui de castor, 
celui d'ildouard. 




Paris. 
London. 


Paris. 
Londres. 




the Paris article, 
the London one. 


I'article de Parif?. 
celui de Londres. 


(Obs. 6.) 



78 

TO. 

the sawmill, 
the steamboat, 
saw. 
steam. 

IN. 

, ^.0^6 painter. 

ON. *' 

gold engraver, 
gold. 



FIRST 


COURSE. 






d. 


(Prep.) 




le moidin a scie. 






le bateau a vapeur. 


(Obs. 6.) 




scie. 






vapeur. 




"^^eintre en batiment. 


(Prep.) 
(Obs. 6.) 




sur. 


(Prep.) 




graveiir sur or. 


(Obs. 6.) 




or. 





EIGHTH EXERCISE OF THE FIRST COURSE. 

1. What are you talking about? — I am not talking about any 
thing. 2. Are you limping as*much as'before? — No, Sir, I aA not 
limping as much as before. 8. Are you dancing as well as the 
house painter? — I am dancing as well as the house painter. 4. 
Are you eating as much as the gold engraver ? — I am not eating 
as much as the gold engraver. 



OBSEKVATIONS. 

1. The words Ft, ou^ lorsque^ aussi Men que, and other similar words and 
phrases, which are used to connect two Verbs or two actions together, are 
called Conjunctions or Connectives. A Conjunction sometimes consists of 
several words, as Autantque, aussi Men que, and sometimes of one only, like 
Comme. They are a very important Part of Speech, and should be well ob- 
served by the Learner. There are but fc^ of them, and when a new one is 
introduced in the few following Lessons, k is marked thus : (Conj.) 

A Conjunction always really connects two Verbs or actions, although 
only one of them may be expressed ; thus, in the question, Are t/ou dancing 
AS MUCH K^ formerly ? there is only one Verb, Are you dancing ? expressed ; 
but the phrase means. Are you dancing as mucTi as -^OTi formerly danced ? 
So that, if the sense were given in full, there would be two Verbs 
in the sentence. It is really, therefore, a Complex, and not a Simple 
Sentence. This omission of one member of a Complex Sentence, where 
the sense is sufficiently obvious to admit of it, is called Ellipsis. 

2. When the whole of a substance or thing, or class of-objects, is meant, 
the Noun signifying it is used alone in English, that is, without any Ar- 
ticle ; in French, it is preceded by the Definite Article Le, V, For example : 
Man, Lhomme; Suoak, Le sucre; French, Le fran^ais ; English, Z'aw- 
glais. 



NINTH LESSON. 79 

8. When Frangais^ Frenchman ; Anglais^ Englishman, and other names 
of nations are used to designate the nation to which the person belongs, it 
is used alone without translating the English word man or woman, and the 
word is then commenced by a Capital Letter. 

4. iV^..., Tzi..., m..., Neither..., nok. As may be readily seen, the ne 
which precedes the Verb in French is not expressed in English ; the first 
ni is rendered by neither, the second ni by nor. 

5. It is a peculiarity of English to place a Preposition at the end of a 
phrase, as in this instance: What are you talking aho'utf for, About 
, — ^^^^r. 7. TVio T^^r^nATi with rare exccDtions, never do this. 



be has not simply to learn a new set of words, but that he has also frequent- 
ly to learn a new order in which the words and ideas follow and are com- 
bined with each other. This is quite as important as the knowledge of the 
words themselves, as it would be possible to know all the words in a Lan- 
guage and still to be quite unable to speak it for the want of this other 
kind of knowledge. In English, we often put one Noun before another to 
qualify it in some manner, as, for example, to show the kind of thing of 
which it is made, as TJie paper kat, for The hat made of paper ; the place it 
came from, as The Paris hat, for The hat that came from Faris / the per- 
son it belongs to, as Feter'^s hat, for The hat that helongs to Feter ; some 
attachment which characterizes it, as The steam mill, for The mill that has 
steam attached to it, etc. In French, two Nouns never follow each other in 
such away. The last of the two is placed fii*st and a Preposition is in- 
serted between them, as Le chapeau de papier. The paper hat ; Le cliapeau d^ 
Paris, The Paris hat ; Le chapeau de Pierre, Peter's hat ; Le riwulin a va- 
peur. The steam mill. This belongs to what is called the Idiom of a Lan- 
guage, which requires as much attention as the words themselves. 

W^en the relation between the two subjects is one of pe^ession, the 
first Noun in Engli.^li alters its form, taking an '5, as Fe^s, and is said to 
be in the Possessive Case. In French, this instance doS not differ from 
the other examples. ,^- 



NINTH LESSON OF THE FIRST COUPvSE. 

THE ITOMINATIVE AND REGIME. 

WHO. I QUL (Obs. 1.) 

WHOM. QUL ^^t^" (OWl.) 

who is engaging ? qui engage ? 



r 



80 FIRST 


COURSE. 




YOU. i 


vous. 


(Obs. 2.) 


I. 


MOL 


(Obs.2,) 


you engage. 


vous, vous engagez. 




I am engaging. 


moi, j 'engage. 




whom are you engaging ? 


qui engagez- vous ? 




this gentleman. 


ce monsieur. 




whom are you frequenting [visit- 
I am frequentmg. 


qui frequentez-vous 1 ^' 




je frequented 




the rich. 


le riche. 




proprietor. 


proprietairc. 




YOU, or TO YOU. 


vous. 


(omra;* 


ME, or TO ME. 


MV . ■•'' 


^Obs.3.) 


why are ^ou not frequenting me ? 


pourquoi ne me frequentez-vous 


I am frequenting you. 


pas? 
je vous frequente. 




ALSO. 


aussi. 


(Adv.) 


whom are you recommending to 

me ? 
I am recommending to you. 


qui me recommandez-vous 1 


je vous recommande. 




AT THE HOUSE OF. 


chez. 


(Prep.) 


to, at your house. 


ehez vous. 




to, at my house. 


chez moi. 




are you dining ? 


dinez-vous ? 




i am dining. 


je dine. 




are you breakfasting ? 


dejeunez-vous? 




I am breakfasting. 


je dejeune. 




at that poor deviFs house. 


chez ce pauvre diable. 




FOR. 


pour. 


(Pirep.) 


for whom. ^,^ 


•^our qui i 




from, of whom. 


de qui ? 




to whom. ^ 


*^ qui ? 




whom are you sighing for ? 


pour qui soupirez-vous ? 




I am sighing for papa. 


je soupire pour papa. 




of whom are you speaking ? 


de qui parlez-vous ? 




I am speaking of you. 


je parle de vous. 




(Of whom are you dreaming ? 


a qui revez-vous ? 




DURING. 


pendant. 


(Ptep.) 


your sl^p. 


Totre sommeil. 




I am dreaming of you. 


je reve a vous. 


(Obs. 4.) 


you are dreaming of me. 


vous revez a moi. 




papa. 


papa. 




of whom are y^Laijmiking ? 
I am thinking al^^^^ of you. 


a qui pensez-vous ? 

je pense toujours a vous. 


(Obs. 4.) 



fiobodj* \h K^ckinfif at me. 
"Who 13 iookir^ at me? 

NOBODy, NOT ANTEODY* 

I am looking at nobody. ) 

I am not looking at anybody. ) 
are you not looking at anybody ? 
yes, sir, I am looking at some- 
body. 

NOT* . .ANYBODY, NOBODY. 



are you not speaking to anybody ? 
I beg your pardon, I am speaking 
to somebody. 



qai :;:^ regarde? ' 

PERSONNE. (Obs. 5.) 

je ne regarde personne. (Obs. 6.) 

ne regardez-vous personne ? 
oui, monsieur, je regarde quel- 
qu'un. 

NE (before) personne (after the 
Verb). 

QUELQU'UN. (Obs. 6.) 

ne parlez-vous a personne ? 
pardon, je parle a quelqu'un. 



NIKTH EXERCISE OF THE FIRST COURSE. 

1. Why are you engaging tbis gold engraver at present ? — I am 
engaging the gold engraver at present, because... 2. Are you 
breakfasting in the large steamboat ? — I am breakfasting in the 
large steamboat. 3. Are you studying in James' dictionary?— 
Yes, Sir, I am studying in James' dictionary. 4. ^hy?^ 
Because... 5. You are sawing the wood in the steam mill — Am 
I sawing the wood in the steani mill ? , 



OBSERVATIONS. 

1. The Absolute Interrogative Relative Pronoun Who is rendered in 
French by Qui, and Whom alsib inrthe same manner. 

2. VouSy YotJ, and Moi^ T^are sometimes used before the Pronouns Vous, 
You, and Je^ I, when you mean to convey more strength to what you say ; 
somewhat as we say, in another case, in English : You, yotjeself ; I, wr* 
self. 

3. Je and votes have been spoken of as Personal Pronouns. Me and Votis^ 
m this Lesson, are also Personal Pronouns, signifying the same persons as 
Je and Vbus ; that is. Me is the Eirst Person or Person speaking, like eTe, and 
Vous is, in both instances, the Second Person or Person spoken to. We 
must now notice the difference between Je and Vous and Me and Vous, 

We have seen that a Verb is a word which signifies the doing of some 
act, and that Personal Pronouns accompany Verbs and denote the persons 
who are connected with the doing of the act. Now, tl*^|^fference is this. 
4* 



^'^ ilRSl coriisE. 

c?I and Vous are applied to the person who does the act named by the Verb^ 
r nd Me and Vous to tiie perfiop to whom the act is done : thus, in the vhrase, 

V /^'x /v/V;*'/,? ,.v dpTK>('^:* <-'!■<»' T>er?»on wh-,* )o»/e?, and r^>'/5 ttiii person who is 
loved. In the phrase, Vous m'aimez, the case is diffdront. Vous de- 
notes the person who does the act of loving, and me (m') the person to 
whom it is done. Je, Vous, are therefore nsed in one way, and Me^ Voics^ in 
another. 

It is absolutely necessary that we have names to distinguish these two 
instances or Cases of the use of the Pronoun, from each other, to enable us 
to talk about them. Accordingly, the Pronouns, in the first of these Cases 
or forms {Je^ Vous)^ are said to be in the Nominative (or naming) Case, or 
form, and in the second {Me, Vous), they are said to be in the Objec- 
tive Case, being the object of the action of the Verb. It is then also 
said that the Nominative Case governs the Verb or that the Verb agrees 
with it, and that the Objective Case is governed by, or depends upon, the 
Verb. 

The Nominative Case is also sometimes called the Subject, because it 
names the Subject principally spoken of in the sentence, and the Objective 
Case is also called the Regimen, or, in French, the Beginie of the Verb — a 
word which signifies something governed. 

If these and a few similar differences, in the nature of words and the 
names by which they are denoted, are well understood and fixed in the 
mind, they will help the Student immensely in learning the French and all 
other lang*iages, as he will then know the names of his tools. 

Eemember, then, that when we speak of the Nominative Case or of the 
Subject of the Verb, we mean Je and Vous (and such other words as hold 
the same relation to the Verb, which will be pointed out by and by) ; and 
that when we speak of the Objective Case or Object of the Verb, or of the 
Eegimen or Regvme of the Verb, we mean Me and Vous (or other words to 
be pointed out hereafter, holding the same relation to the Verb). 

The Student will perceive immediately the advantage of knowing these 
names by attending to the following Rules, which otherwise he would not 
understand. 

Rule 1. — ^The Subject Pronoitns, or Pronouns in the Nominative Case, 
are placed before the Verb, in French, in affirmative sentences, the same 
as in English, as Je jyarle, Vous parlez, and generally after the Verb in in- 
terrogative sentences or questions : thus, Pai'Uz-vous f as in the English 
form Speak you ? for Do you speak ? 

Rule 2. — The Objective Pronouns — Pronouns In the Objective Case, 
or Jiegime of the Verb — (by whichsoever name they may be called) — are 
placed, in both kinds of sentences, before the Verb, as Je vous ai7ne, I am 
LoviNO YOU ; Waim£z-vous ? Are you loving me ? or, literally. Me lovinq 
AJiE YOU ? — differently from the English idiom, according to which they 
come at the end of the sentence, or after the Verb, 



TENTH LESSON. 



83 



4. The French say : Songez a^ Pensez », Think to, and Rhez a, Dream 
to a person or thing, instead of Think of and Dream of, as in English ; with. 
these three Verbs the Preposition a is used instead of de. When the per- 
son is represented by a Pronoun, the Pronoun is, therefore, preceded by 
the Preposition a. In such cases, Me, Vbus, is again changed to Mbi, Vous, 
as Me is never governed by a Preposition, but only attends a Verb. This 
Prepositional Form of the Pronoun (jnoi, vous) always comes after th^^e 
Verb: thus, Pensez-xous a moif Are you thinking of me ? 

5. Fersonne ne.,.. Nobody; Ne..^ personne. Nobody, Not... anybody; 
Personn^, Nobody, Not anybody. 

Fersonne is employed here in three different ways ; the first as a Nomi- 
native or Subject, in which case the Negative Ne follows Fersonne and pre- 
cedes the Verb. In the next place, it is used in the Objective Case, when 
Ne precedes the Verb and Fersonne comes after. Thirdly, when Fersonne 
stunds alone, as in answering a question, in which case the other sign 
of negation disappears. 

There is still another use of this word Fersonne, namely, as an ordi- 
nary Substantive : La fersonne, The person. 

6. Somebody, some one, is rendered in French by the two words Quel- 
que. Some and Un, One, combined into one word by the apostrophe : 
thus, Qudqu'un. ^ 



TENTH- LESSON OF THE FIRST COURSE. 
inter jections. 
ah] 

what, what a, 
what a fogi 
ohI 

what a spell of weatlierl 
what fine weather ! 
what bad weather ! 

PROPER, or properly, 

a proper man. 

are you speaking properly! 



are you ever gaping ? 
I am often gaping. 

in the evening, 
in the morning. 

during the day. 



AHi 


(Obs. 1.) 


QUEL. 


(Obs. 2.) 


quel brouillard 1 




oh! 


(Inteij.) 


quel temps 1 
quel beau temps ! 
quel mauvais temps 1 




^omme il faiU. 


tAdv.) 


un homme comme il faut 




parlez-YOus comme il faut? 


jamais. 


(Obs. 3.) 


souvent^^ 

baillez-vous jamais? 
je bailie souvent. 


(AdY.) 


le matin. 




le soir. 





le jour. __ 



84 



FIRST COUESE, 



If EVER, NOT. . . E:VEK. 

I am never gaping during the day. 

PERHjWPS., 

KOTHING, NOT. . .ANYTHING, NOTHING. 

something is incommoding you. 
nothing is incommoding me. 
I am not asMng for anything, 

thank you, 

the first, 
the last. 

OF THE. 
OF THE, 

€>f the knife. 

the handle of the knife. 

of the edifice. 

the roof of the edifice. 

THAT. . . 

are you not thinking that . , . 
I am playing, 
you are playing, 

FRANKLY, 
IN EARNEST, 
WHY I WHAtF 



jamais. . . ne\ , , (Obs 4.) 

ijcmais je ne bailie le jour.v 
( jen^ bailie jamais le jour. / 

'P^t4ire. V (Adv.) 

rien ne, ne, . .rten, rienj ^ 

quelque chose vous gene, 
rien ne me gene, 
je ne demande rien. 

merci. 

le premier, 
le dernier. 

DU, 
DE 'J 

du couteaUr 

le manche du cotrteatr. 

de Tedifice. 

le toit de Tedifice. 



,h 



(Obs. 5.) 



QUE. . . (Obs. 6.) 

ne pensez-vous point que, . . 
je joue. 
vous jouez. 

franchexnent (Adv.) 

tout de bon. (Adv.) 

Quoi r (Interj.) 



TENTH EXERCISE OF THE FIRST COURSIT. 

1. For whom are you sightngyiny dear little one ? — I am sighing 
for my papa. 2. Are yoii speaking property to your uncle? — I am 
speaking properly to my uncle. 8^, You are asking for something^ 
Edward. — Thank you, Sir, I am= not asking for anything. 4. Are 
you thinking that I am playing in earnest ? — ^Why I are you not 
playing in earnest % 



1 



OBSERVATIONS, 
1. As its name implies, the Interjection is a PafT of Speech whose 
functions are to express something unexpected, thrown suddenly among 
other things said. It is made use of to express admiration, astonishment, 
grief, etc., every fcelmg,. indeed, that strikes us in a sudden, unexpected 
manner. It may consist of a single word or of a whole phrase. It wil^ 
be marked by Uhe abfereviaticvn (Interj,) 



ELEVEKTH LESSOH. S5 

i^r Quel^ ttsed in an exclamative sense, is rendered by What a before a 
Substantive, and by What before an Adjective. 

3. Jamais^ connected with a Verb, and without ne^ is translated by 
Ever or Sometimes* 

4* Jamais.., ne-..., He... jamais..,^ Keyeh (not ever). Jamais is some- 
times put before the Verb, and sometimes after, as in the first and second 
example. The latter position, after the Verb, is, however, most frequently 
used. 

5. Bu is a contraction or drawing together of the Preposition Be^ Of, 
and of the Article Ze, The. This contraction al\^3ys takes place, if the 
Noun begins With a Consonant ; if it begins with a Vowel or Inefficient 
\ De V is used instead ; as, De Vor, Of the gold ; Be Vhrnime^ Of the man. 

Contraction, in Grammar, implies the shortening of a word, or the 
combining of several words into one, by dropping some of the elements 
which originally composed them. 

6. Que, That, a Conjunction, must never be omitted in French ; it is 
always expressed. We may say in English : Are you not thinking I am 
vlaying f In French it must always be ; QVEjeJouej Teat I am flaying. 



ELWENTH LESSON OF THE FIRST COURSE. 

1NDETE1?MINATE PRONOUNS, ETG, 



TO the. 




AtT* (Obs. I.) 


TO THE* 




i l' (Obs. 1.) 


are yon giving somethin 
to the banker, 
to the stranger. 


s? 


donnez-Tous quelqne chose ? 
au banquier. 
a Fetranger., 


a whip. 

to the unfortimate * * . 

driver. 




tm fouet. 

au malheureux. . , 

cocher. 


a ticket. 

to the happy. . . 

merchant. 




un billet. 

a llieureux ... 

marchand. 


are yon giving a ticket to the 
happy banker ? 

I am giving a whip to the unfor- 
tunate driver. 


donnez-vous un billet a llieuretix 

banquier ? 
je donne un fouet au malbeureus 

cocher. 


TO TOURS* 




AU v6tk]&. 


TO MINE. 




AU MIEN. 


a wooden pencil, 
to my pupil. 
I am giving a wooden 
my pupil. 


pencil to 


un crayon de bois. 

a mon eleve. 

je donne un crayon de bois a mon 

eleve. 



86 



FIRST COURSE. 



what are you giving to yours ? 
I am giving a golden pencil to 
mine. 

OF YOUFwS, 
OF MINE. 

pupil. 

of what pupil are you speaking ? 

I am speaking of yours. 

professor. 

of what professor ? 

of yours or mine ? 

holy. 

the Saint Lawrence. 

are you crossing ? 
I am crossing. 

are you going ? 
I am going, 

Missouri. 

from the Saint Lawrence to the 
Missouri. 



are you wetting ? 
I am wetting, 
the leather. 

are you wetting your leather very 

much ? 
I am hardly wetting my leather. 

NOT AT ALL. 

I am not wetting this leather at all. 

EVERY ONE, EACH. 
EVERYBODY. 

are you rewarding each, every 

person ? 
I am rewarding everybody. 

EQUALLY. 
JUSTLY. * 
lEACH, EVERY. 
ALL THE. 

are you hanging? [said of paper 

on the wall.] 
I am paper hanging, 
every apartment, 
all tiie apartment 



I que donnez-vous au votre 5 
je donne im crayon d'or au mien. 

BU VOTRE. 
i)U MIEN. 

eleve. 

de quel eleve parlez-vous ? 

je parle du votre. 

professeur. 

de quel professeur? 

du votre ou du mien ? 

saint. (^dJO 

le Saint-Laurent. 

traversez-vous ? 
je traverse. 

allez-vous ? 

je vais, (Obs. 2.) 

Missouri. 

du Saint-Laurent au Missouri. 

7ie (before) guere (after the Verb), 

mouillez-vous ? 
je mouille. 
le cuir. 

mouillez-vous beaucoup votre cuir S 

je ne mouille guere mon cuir. 
du tout. 

je ne mouille pas ce cuir du tout, 
CHACUN. (Obs. 3.) 

TOUT LE MONDE. (Obs. 3.) 

recompensez-vous chacun ? 
je recompense tout le monde. 



egalement. 


(Adv.) 


justement. 


(Adv.) 


CHAQUE. 


(Obs. 3.) 


TOUT LE, TOUT l' 


(Obs. 3.) 


tapissez-vous ? 




je tapisse. 

chaque appartement. 

tout Tappartement 





TWELFTH LESSON. 



87 



ELEVENTH EXERCISE OF THE FIRST COURSE, 

1. Are you wetting the leather very much? — I am not wet- 
ting the leather very much ? 2. Are you going at present from 
the Saint Lawrence to the Missouri? — I am going at present 
from the Saint Lawrence to the Missouri. 3. "What professor are 
you talking about? — I am talking about mine. 4. Are you 
rewarding every one justly here? — I am rewarding every one 
justly. 



OBSEEVATIONS. 

1. Au, To THE, is a contraction of a le^ as du is of de le. The same ob- 
servation is applicable to it. (L. 10, Ob. 5.) Hence a V before a Vowel or 
a silent Ti. 

2. Je vais, I am qoino. This Verb belongs t(f the Irregular Verbs, that 
is to say, to Verbs differing, in some particulars, from the general method of 
varying similar Verbs. Were this Verb regular, it would make J'alle, I am 
GOING, instead of Je 'vais ; since AlUz-vavs ? means Aee you going ? 

3. These Pronouns are called Indefinite, or Indeterminate, because they 
express only very vaguely the particular persons or things meant. 



TWELFTH LESSON OF THE FIRST COURSE. 

PEONOUN Le. 

LE, l' (Obs. 1.) 

I'espagnol. 
I'allemand. 

parlez-vous bien I'espagnol ? 

oui, ]Qle parle bien. 

mais, (Oonj.) 

mieux. (Adv.) 

mais je parle mieux Tallemand. 
mais je le parle mieux. 

QUELQUE. (Indet. Pron.) 

AucuN. (Indet. Pron.) 

commandez-vous ? 
je commande. 



the Spanish, 
the German. 

are you speaking the Spanish 

well? 
yes, I am speaking rr well. 

BUT. 
BETTER. 

but I am speaking German better, 
but I am speaking it better. 



SOME. 
SOME. 

are you commanding ? 
I am commanding. 

vessel, 
port 



vaisseau. 
port 



88 



PIEST COURSE. 



Kew York. 

are you commanding some vessel 

in the port of New York ? 
are you commanding a vessel ? 

NOT. . . ANY, NONE, NOT ONE, NO. 

I am commanding no vessel. 
I am not commanding any ves- 
sel. 

NOT , . . ANY, NONE, NOT ONE. 

are you founding some hope ? 
are you not founding any hope ? 
upon this project. 
I am founding no hope upon this 
project. 

hope. ^ 

project. I 

NOT A SINGLE ONE. • 

a handkerchief, 
a glove. 

are you finding a handkerchief? 
I am not finding a single handker- 
chief 

KOT A SINGLE ONE. 

I am not finding a single glove, 
are you not finding a single glove ? 

NEITEIER, NOT. . . EITHER. 
WHATEVER. 

a [silk] handkerchief. 

any handkerchief whatever. 

high. 

low. 

Upper Canada. 
Lower Canada. 

are you traveling also ? 
I am not traveling either. 

by railroad. 

a-foot. 

on horseback. 

in a carriage. 

on a bridge. 

are you swallowing ? 

I am swallowing. 

this glass of water. 

all at once, at one draught. 



New York. 

commandez-vous quel que Vaisstati 

dans le port de New York ? 
commandez-vous un vaisseau ? 

NE. . . AUCUN. (Obs. 2.) 

je ne commande aucun vaisseau. 

NE. . . NUL. . . (Obs. 2.) 

fondez-vous quelque espoir ? 
ne fondez-vous nul espoir ? 
sur ce projet. 

je ne fonde nul espoir sur ce pro- 
jet. 

espoir. 
projet. 

NE. . . PAS UN. (Obs. 2.) 

un mouchoir. 

un gant 

trouvez'Un un mouchoir ? 

je ne trouve pas un mouchoir. 

NE. . . PAS jm SEUL, (Obs. 2.) 

je ne trouve pas un seul gant. 

ne trouvez-vous pas un seul gant ? 

non plus. (Adv.) 

QUELCONQUE. (ludet. Pron.) 

un foulard. 

un foulard quelconque. 

haut. 



(Adj.) 
(Adj.) 



le Haut^Canada. 
le Bas-Canada. 

vo3^agez-vous aussi ? 

je ne voyage pas non plus. 

en chemin de fer. 
a pied, 
a tjheval. 
en voiture. 
sur un pont. 

avalez-vous ? 

j'avale. 

ce verre d'eau, 

d'un traits 



THIRTEENTH LESSON. 89 

TWELFTH EXERCISE OF THE FIRST COURSE. 

1. xire you looking for my handkerchief in your hat? — What 
handkerchief, Sir ? — I am finding neither the large handkerchief 
nor the small one. — Are you not finding it ? 2. Are you travel- 
ing in Lower Canada by railroad? — No, Sir, I am traveling by 
steamboat. 3. How are you traveling in Upper Canada ? — I am 
traveling on horseback. 4. Are you studying Spanish ? — No, Sir, 
I am not studying it. 



OBSERVATIONS. 

1. We have seen, in former Lessons, Le^ V used for the Article The. 
The same word now appears in a new capacity, that of a Pronoun, in which 
it answers to It in English. It is then placed immediately before the Verb 
and not after it, as in English. No other word, not even the negative ne^ 
is suffered to come between it and the Verb. 

2. The same rule is applicable to these Pronouns as to Ne^ n\..;pas^ as to 
the respective place of Tie and pas, (L. 4, Obs. 2.) 



THIRTEENTH LESSON OF THE FIRST COURSE. 



PKONOTJNS, ETC. 



THERE IS. 

plaster. 

my plaster punchinello. 

here it is. 
there it is. 

EVERYTHING, ALL. 

you are breaking everj^thing. 
I am breaking everything. 

ALL THAT, EVERYTHING THAT. 

you are placing. 
I am placing, 
before me. 
behind you. 



very far. 

heavy. 
Durden, load. 



voiU. (Obs. 1.) 

platre. 

mon polichinelle de platre. 

le voici. 
le voila. 

TOUT. 

vous brisez tout, 
je brise tout. 

TOUT CE QUE. 

vous plaeez. 
je place, 
devant moi. 
derriere vous. 

loin. 

i tres loin. 

•< bien loin. 

( fort loin, 
lourd. 
fardeau. 



(Obs. 2.) 



(Obs. 2.) 



(Obs. 3.) 



90 



FIRST COURSE. 



you are carrying a heavy load. 

I am bearing it. 

are you carrying it very far ? 

VraAT IS THAT FOR? 

HOW IS THAT? 

AS A GENERAL THING, IN GENERAL, 
GENERALLY. 

you are smoking. 
I am smoking. 

IS IT NOT? AM I NOT? ARE YOU 

NOT? etc, 

who is going ? 

at the gentleman's house. 
ISTapoleon. 

SUCH, SUCH A ONE, SO-AND-SO. 

who is going to So-and-so's place ? 
at or to Mr. So-and-so's place. 

who is limping ? 
like Mr. So-and-so. 

Master, Mr. 

the second. 

BEFORE. 
AFTER. 

figure. 

what figure are you placing? 
after the second figure, 
before the second figure. 

ONLY, NOTHING BUT. 

are you snuffing nothing but. . . ? 
I am snuffing nothing but . . . 

are you jumping only. . . I 
I am jumping only. . . 

are you joking only. . . ? 
I am joking only. . . 



vous portez un lourd fardeau. 

je le porte. 

le portez-vous bien loin I 

pourquol cela ? 

comment cela ? 

en general. 



vous fumez. 
je fume. 




n'est-ce pas! 




qui va ? 


(Obs. 4) 


chez monsieur. 
Napoleon. 


, 


TEL, UN TEL. 




qui va chez un tel ? 
chez monsieur un tel. 




qui boitei 

comme monsieur un teL 




monsieur. 




le second, le d^.uxi^m«. 




avant. 


(Prep.; 


apres. 


(Prep.) 



chiffre. 

quel chiffre placez-vous? 
apres le deuxieme chiffre. 
avant le second chiffre. 

ne (before) que (after the Verb). 

ne prisez-vous que . . . ? 
je ne prise que. . . 

ne sautez-vous que . . . ? 
je ne saute que. . . 

ne plaisantez-vous que . . . ? 
je ne plaisante que. . . 



THIRTEENTH EXERCISE OP THE FIRST COURSE. 

1. What are you placing the plaster punchinello behind me for? 
^I am not placing it behind you. 2. Are you carrying that 
heavy load very far ? — I am carrying it very far. 3. Here is my 
plaster punchinello.— Where ?--Here it is. 4. Where are you 



FOURTEENTH LESSON. 91 

placing yours ? — I am placing it here. 5. You are smoking too 
much ? — I am smoking too much. 6. How is that ? 7. What is 
that for ? 



OBSEEVATIONS. 

1. These two words are frequently used in French, both in the famihar 
and in the elevated style. They are formed from Foi{s), See, and the Ad- 
verbs, with which we are already familiar, La, There, and CI, Here. 
The Pronouns which usually go before the Verb precede Void, Voila, like- 
wise ; as, Ze void, See it here ; meaning Here it is ; Ze ^voila, There it is. 

2. Tout, not followed by a Substantive with which it is connected, 
means EvERTTHiNa, All (that we possess, that we have). 

3. All the different Parts of Speech have now been introduced, except 
the Participle, which is reckoned a Part of Speech by itself by some Gram- 
marians, and, by others, a part of the Verb. It will be introduced and ex- 
plained at the proper time. Those with which the Pupil is now familiar are 
the Article, the Noun or Substantive, the Adjective, the Verb, the Pro- 
noun, the Adverb, the Preposition, the Conjunction, and the Interjec- 
tion. 

The Pupil is supposed now to be able to distinguish all these Parts of 
Speech by the help of their meaning alone. The abbreviations designating, 
and attached to, the Prepositions, Adverbs, Conjunctions, Interjections, 
and Adjectives, when first introduced, will therefore be dropped after this 
Lesson. 

4. Va is the Third Person Singular of Aller, To go, from which Irregular 
Verb we have already had the two parts Vais and Allez. " The Third Per- 
son" will be fully explained in the Second Course, where it is generally in- 
troduced. 

> • • 

FOURTEENTH LESSON OF THE FIRST COURSE. 

IXriNITIVE MODE. 

SAUTER. (Obs. 1.) 

plaisanter. 
priser. 

pour. . . (Obs. 2.) 

ne plaisantez-voTis que. . . 
pour plaisanter. 
pour priser. 
pour sauter. 

qfi7i de. (Iii^-) 

afin de laver. 
afin d'enseigner. 



JU3IPING, TO BE JU:MPING. 

joking, to be joking, 
snuffing, to be snuffing. 

IX ORDER TO, FOR. . . 

are you joking only. . . 
in order to be joking, 
in order to be snuffing, 
in order to be jumping. 

FOR THE PURPOSE OF. 

for the purpose of washing, 
for the purpose of teaching. 



92 



FIRST COURSE. 



in order to be washing it. 
in order to be teaching it. 
for the purpose of washing it. 
for the purpose of teaching it. 

for looking at me. 

for looking at you. 

for the purpose of looking at me. 

for the purpose of looking at you. 

AVITHOUT. . , 

without dancing, 
without jumping, 
without limping, 
without crying. 

VERY SOON. 

DIRECTLY. 

BIMEDIATELY, FORTHWITH. 



pour le laver. 
pour I'enseigner. 
afin de le laver. 
afin de I'enseigner. 

pour me regarder. 
pour vous regarder. 
afin de me regarder. 
afin de vous regarder. 

sans. . . 

sans danser. 
sans sauter. 
sans boiter. « 
sans pleurer. 

hienfot. 

de suite. 

tout de suite. 



(Inf.) 



FOURTEENTH EXERCISE OF THE FIRST COURSE. 

1. You are studying German in order to be teaching it, are you 
not ? — I am studying Spanish also in order to be teaching it. 2. 
Are you jumping only in order to be jumping ? — I am jumping 
only for the purpose of jumping. 8. Are you walking without 
limping? — I am walking without limping at all. 4. You are 
always crying when you are playing, are you not? — I am not 
crying because I am playing so. 5. Are you going there only for 
the purpose of looking at me? — I am going there only for the 
purpose of looking at you. 6. Are you gilding the frame without 
washing it at all ? — I am gilding it without washing it. 



OBSERVATIONS. 
1. "We have heretofore exhibited only two Forms of the Verbs : the 
First Person Singular, and the Second Person Plural of the Indicative 
Mode. These are not, however, the only Forms the French Verbs assume. 
The Learner is now introduced to quite another modification of them. We 
have hitherto seen the terminations e and ez added to the root of the Verb, 
thus, plaisant-i:, plaisant-BZ. We now have the termination er, making 
plaisant-EiR (generally pronounced the same as plaisantez). The first two 
belong to the Indicative Mode, this last is the Infinitive Mode. 
The Indicative Mode has been explained. (L. 5, Obs. 3.) 
The Infinitive is merely the name of an action, and does not affirm that 
the action takes place or docs not take place. It has, therefore, almost as 
much the character of a Noun as of a Verb. In English, the Verb in the 



riFTEENTH LESSON. 



93 



Infinitive Mode is generally accompanied by the Preposition to^ as To love^ 
To read, etc. In French, this is not necessary, although the Prepositions 
a, de, and others, go before it in certain situations. It is frequently ren- 
dered by the English form in ing, which is not called an Infinitive. 
See the following Observation. 

2. Some Prepositions and Conjunctions govern the Verb in the Infini- 
nitive. Such are Four, afin de, and others. These words, in such instances, 
will be followed by this abbreviation : (Inf.) 



FIFTEENTH LESSON OF THE FIRST COURSE. 



rr TO Tou. 

IT TO ME. 

are you giving me, to me ? 
I am giving you, to you. 
this inkstand, 
are you giving rr to me ? 
I am giving it to you. 

for nothing. 

are you addressing this bundle to 

me? 
are you addressing rr to me ? 
I am addressing it to you. 

drying, to be drying, 
are you drying ? 
I am drying. 

repeating, to be repeating. 

are you repeating ? 

I am repeating. ^ 

are you repeating this' piece ? 4 
the long. . . I y 

speech. * 

I am repeating it. « 

TO-DAY. ^ 

TO-MORPwOW. \ 

instead of. 

are you crying instead of hoping ? 
hoping, to be hoping. 

FOR fear of . . , 

for fear of pronouncing, 
for fear of pronouncing it. 



VERBS IN e,„ er, 

vous LE, vous l' 

ME LE, ME l' 

me donnez-vous ? 
je vous doime. 
cet encrier. 
m^k donnez-vous? 
"f^vous le donne. (Obs. 1.) 

pblir rien. 

m'adressez-vous ce paquet ? 

' Tstie Z'a?ressez-vous ? 
^Me^ows ^'adresse. (Obs. 1.) 

secher. 
""^SCbez-vous ? 
je seche. (Obs. 2.) 

repeter. 
repetez-vous ? 
ge repete. (Obs. 2.) 

repetez-vous ce morceau ? 
le long. . . 
discours. 
je le repete. 

aujourdliui, 

demain. 

au lieu de, d * (Ii^f-) 

pleurez-vous au lieu d'esperer ? 

esperer. 

de peur de, d^ (I^^O 

de peur de prononcer. 
de peur de le prononcer. 



94 



FIRST COURSE. 



for the purpose of amusing me. 
for the purpose of helping me. 

are you quitting this apartment ? 

to let it to me. 

instead of letting it to me. 

I am quitting it. 

for fear of letting it to you. 
for the purpose of letting it to 
you. 

without bowing to me. 
without bowing to you. 

without mending it for 
without mending it for 

coat. 

opera. 

bundle. 

TRULY INDEED. 



f£i 



me. 
you. 



pour m amuser. 
pour m'aider. 

quittez-YOus cet appartement? 

pour me le louer. 

au lieu de me le louer. 

je le quitte. 

de peur de vous le louer. 
afin de vous le louer. 

sans me saluer. 
sans vous saluer. 

sans me le raccommoder. 
sans vous le raccommoder. 

habit, 
opera, 
paquet. 

vraiment. 



FIFTEENTH EXERCISE OP THE FIRST COURSE. 

1. Are you working only foMhe purpose of helping me ? — I am 
working only for the purpose of helping you. 2. Are you work- 
ing for me also? — I am working- for you also. 3. Nobody is pass- 
ing without bowing to me, truly. 4. Who Is tearing my coat 
without mending it for me ? 5. Are you studying very often this 
fine piece of opera ? — I am studying it often. 



OBSERVATIONS. 

1. The hteral translation of tlie phrase Me le donnez-vom ? is Me it givinq 
ABE YOU ; meaning Are you giving it to me ? 

2. Verbs the Infinitive of which ends in e.,, er^ that is to say, in i 
separated from the termination by a Consonant, as, for example, S<?(ch)ER, 
ABR6'(g)ER, etc., change e into e for the First Person Singular of the Pre- 
sent Indicative. 

The rule for this change in orthography must be observed also in all 
the parts of such Verbs in which e makes a Syllable, whether in the 
middle or at the end of words ; that is, when Semi-Mute. 

It may be as well to mention, for future reference, the different Persons 
and Tenses affected by this change. They are the Three Persons Singular 
and the Third Person Plural of the Indicative and Subjunctive, and all the 
Persons of the Future and Conditional. 



SIXTEENTH LESSON. 



95 



SIXTEENTH LESSON OF THE FIRST COURSE. 



VERBS me.,, er. 



OF WHICH? 

the merchant's store. 

of the merchant, the merchant's. 

are you examining ? 
I am examining. 

are you examining the store ? 

what store ? 

of what store are you speaking? 

of which ? 

of the paper merchant's store. 

I am speaking of the paper mer- 
chant's store. 

TRUE, IN FACT. 
SO MUCH. 
AS MUCH. 

bank-note, 
opera ticket. . 

to be buying, 
are you buying ? 
I am buying. 

to be starching. 

are you starching ? 

I am starching. 

are you starching this ? 

AS FAST AS, IN PROPORTION AS, AC- 
CORDING AS . . . 

I am moistening it. 
ancient, 
spurious, false. 

WHOSE, OF WHOM, OF WHICH . . . 

are you giving me the false bank- 
note of which you are speaking 
to me? 

to be calling. 
are you calling ? 
I am calling. 

are you throwing ? 
I am throwing. 
to be throwing. 



DUQUEL ? 

le magasin du marchand. (Obs. 1.) 
du marchand. 

examinez-vous ? 
j 'examine. 

examinez-vous le magasin ¥" 

quel magasin ? 

de quel magasin parlez-vous ? 

duquel? (Obs. %) 

du magasin du marchand de pa- 
pier. (Obs. 1.) 

je parle du magasin du marchand 
de papier. 

en effet, 

tant, 

autant. 

billet de banque. 
billet d'opera. 

acheter. 

achetez-vous ? 

j'achete. (Obs. 3.) 

empeser. 
empesez-vous ? 
j'empese. 
empesez-vous ceci ? 

CL mesure que . . . 

je I'humecte. 

ancien. 

faux. 

DONT. . . (Obs. 4.) 

me donnez-vous le faux billet de 
banque dont vous me parlez ? 



appeler. 
appelez-vous ? 
j'appelle. 

jetez-vous ? 
je jette. 
Jeter. 



(Obs. 5.) 
(Obs. 5.) 



96 



FIRST COURSE. 



HOW MUCH, HOW MANY. . . 

cloth. 

maize, Indian corn. 

grain. 

how much Indian corn are you 

buying ? 
I am buying so much of it. 
are 3'ou buying as much of it as 

I am? 

OF rr. 

what is the name of the merchant 
of whom you are speaking to 
me ? [you are speaking to me of] 

Mr. Simon Laplace. 



comhien de. , , 

drap. 
mais. 
grain. 

combien de mais achetez-vous ? 

j'en achete tant 

en achetez-vous autant que moi ? 

EN. (Obs. 6.) 

comment appelez-vous le mar- 
chand dont vous me parlez ? 

monsieur Simon Laplace. 



SIXTEENTH EXERCISE OF THE FIRST COURSE. 

1. Are you buying that spurious bank-note? — I am buying it for 
SO much. 2. Are you drying the floor as fast as I am washing it ? 
— I am drying it as fast as you are washing it. 3. Are you buying 
the Indian corn of which I am speaking ? — I am buying the Indian 
corn of which you are speaking. 4. Why is that ? — Because I 
am buying it. 5. How much of it are you buying now ? — I am 
buying so much of it at present. 6. Thank you, Master Napoleon. 
— I beg your pardon, Master Edward. 



OBSERVATIONS. 

1. They never use, in French, the inversion which the English idiom has 
when the possessive is represented by '5. The Article must be always used 
and the name of the possessor placed last. Le magasin, du marchand^ The 
merchant's store, and not Le marchand [du] magasin ; which would not 
mean anything. Du magasin du onarcliand de papier^ Of the store o? the 
MERCHANT OF PAPER, meaning Of the paper merchant's store, and not, as 
in English : Du papier marcliand [dul magasin^ 

2. The Pronoun Lequel^ becomes Buquel. (L. 7, Obs. 3.) 

3. Most Verbs ending in e,.. er {e separated from the termination by a 
Consonant) change the e preceding the Consonant into e under the same 
circumstances that the Verbs in e... er do. (L. 15, Obs. 2.) 

4. Dont means Whose, Of whom, Of which. It is used for persons 
and things. It cannot be employed in Interrogative Sentences, but only 
as a Kelativc, and must, thcrorure, have an Antecedent* 



seve:nteenth lesson. 



97 



5. These Verbs in eler and eter^ ApjpeUr and Jeter ^ their derivatives, and 
a few others, double the Consonant I or t instead of changing the e preced- 
ing the Consonant into e. (Obs. 3.) 

6. This Pronoun is of very frequent use in the French Language, and 
must be well observed by the Learner. It means here Of it ; elsewhere, 
it will be found meaning Of them, fkom it, from them, etc., and, changed 
into an Adverb, meaning Away, thence, etc. Its several meanings will be 
rendered very clear by the examples in the Lessons. 



SEVENTEENTH LESSON OF THE FIRST COURSE. 



VERBS IN . . . 
TO BE PAYING, TO BE PAYING OFF. 

are you paying ? 

I AM PAYING. 

are you sweeping ? 
I am sweeping, 
to be sweeping. 

NO MORE, not . . . ANY MORE. 

are you not sweeping the floor 

any more ? 
I am sweeping it again. 

STILL, YET, AGAIN. 
YOUR OWN. .. 
MY OWN. . . 

counter. 

establishment. 

my own establishment. 

your own counter. 

TO BE EMPLOYING. 

are you employing ? 

I AM EMPLOYING. 

to be sending, 
are you sending ? 
I am sending. 

TO BE WIPING, TO BE WIPING OFF. 

are you wiping ? 

I AM WIPING off. 

good afternoon, good morning, 

good day. 
good night, good evening. 
5 



a/yeVy oyer, uyer, 

PAYER. (Obs. 1.) 

payez-vous ? 

je paie, 

balayez-vous ? 
je balaie. 
balayer. 

ne (before) plus (after the Verb). 

ne balayez-Yous plus le plancher ? 

je le balaie encore. 
encore. 

VOTRE PROPRE . • . 
MON PROPRE . . . 

comptoir. 

etablissement. 

mon propre etablissement, 

votre propre comptoir. 



EMPLOYER. 

employez-vous ? 

femploie. 

envoyer. 
envoyez-vous ? 
j'envoie. 

ESSUYER. 

essuyez-vous ? 
fessuie. 
bonjour. 

bonsoir. 



(Obs. 1.) 



(Obs. 1 ) 



(Obs. 2.) 



98 FIRST COURSE. 



are you repljdng ? 
I am replying. 

to what argument are you reply- 
ing? 
to which are you replying ? 

TO WHICH. 

are you replying to that ? 
are you replying to it ? 
I am replying to it. 

TO rr. 

the workingman, 
the clerk. 



r^pliquez-vous ? 

je replique ? 

a quel argument repliquez-vous f 

auc[yiel repliquez-vous ? 

AUQUEL. (Obs. 3.) 

repliquez-vous a cela ? 
y repliquez-vous ? 
yj replique. 

Y. 

Touvrier. 
le commis. 



SEVENTEENTH EXERCISE OF THE FIRST COURSE. 

1. Why are you paying off your clerk ? — I am paying my clerk h€ 
cause ... 2. Are you sweeping your apartment ? — I am not sweep- 
ing any apartment. 3. Are you replying to it ? — I am reply- 
ing to it, in fact. 4. Are you employing very often that workman ( 
No, Sir, I am .not employing that workman very often. 5. Why 
are you wiping off the floor with the fine cloth ? — I am wiping it off 
because ... 6. Good day, Mr. Peter. — Good day, Mr. James. T. 
Where are you sending this clerk ? — I am sending the clerk to your 
house. 8. Good day, Sir. — Good evening ; thank you. 



OBSERVATIONS. 

1. Verbs in ayer, oyer^ uyer change the y into i, whenever the Mute or 
the Semi-Mute e enters into any of their Forms. For instance, Je paie^ 
femploie, fessuie, are written with an % the final e being mute. 

The Persons and Tenses inywhich y is changed into i are the same as 
those of Verbs in e... er^ etc., relative to which a riUe is given above. 
(L. 15, Obs. 2.) 

2. They do not say, in French, Good afternoon. Good morning, and 
Good night, but simply, Bonjour, Good day ; Bansoir^ Good night. Ob- 
serve that each of them is usually written as one word. 

8. Lequel becomes auquel^ meaning To which. (L. 7, Obs. 8.) 

4. The Pronoun Y means To it, To them, or, as an Adverb, Thfther, 
There, To that place (any place previously mentioned or understood), and 
is the opposite of En^ From it, etc. Both of these Words, like Ze, It, 
always precede the Verb, and are placed close to it. [This y is a Vowel 
pronounced the same as i.] 



EIGHTEENTH LESSON. 



99 



EIGHTEENTH LESSON 

THE 
WILL, SHALL YOU BE LOOKING AT? 
I SHALL, WILL BE LOOKING AT. 
YOU WILL, SHALL BE LOOKING AT. 
SHALL, WILL I BE LOOKING AT? 

will, shall you be teaching ? 
I shall, will be teaching. 

the Italian, 
the Dutch. 

simple. 

an individual, a private person, 
a simple indi^adual, a plain pri- 
vate person. 

will you be crying while I shall 
be looking at you? 

WHEN, AS SOON AS. 

will you be studying Italian as 
soon as I shall be teaching it ? 

shall I be studying ? 
shall I be teaching ? 



OF THE FIEST COURSE. 

FUTURE. 

REGAEDEREZ-VOUS ? (Obs ' ) 
JE KEGARDERAL 
VOUS REGARDEREZ. 
REGARDERAI-JE ? 

enseignerez-vous ? 
j'enseignerai. 

I'italien. 

le hollandais. 

simple. 

un particulier. 

un simple particulier. 

pleurerez-vous iorsque je vous re- 
garderai ? 

des que. (Conj.) 

etudierez-vous I'italien dds que je 
I'enseignerai ? 

etudierai-je ? (Obs. 2.) 

enseignerai-je? 



EIGHTEENTH EXERCISE OF THE FIRST COURSE. 

1. Will you be speaking German there? — Yes, I shall be speak- 
ing German there. 2. Will you be always sniffing so, boy? — 
How is that ? — I will not be sniffing any more. 3. Will you be 
ironing to-night ? — No, Sir, but I shall be ironing very soon. 4. 
What figure will you be placing after the first ? — I shall be placing 
the second. 5. Will you be teaching me Italian ? — Oh ! yes, Sir, 
I shall be teaching it to you. 



OBSEEVATIONS. 
1. We now come to another Form of the Verb requiring to be well un- 
derstood, and needing a few explanations. The Future Tense, in French, 
is not expressed by the aid of small words, such as Will or Shall^ prefixed to 
the Verb itself. It has, on the contrary, a formation and a termination of 
its own, making of the whole a single word, instead of two. The English 
Language maybe considered to possess a decided advantage, in this respect, 
over the French ; for, besides the indication of futurity implied in the use of 



100 



FIRST COURSE. 



Will and SJiallj they involve the various meanings of determination, obli- 
gation or will. 

The Future, in French, is formed by adding ai for the First Person 
Singular, and 6^ for the Second Person Plural, to the Infinitive, thus : Je re- 
ffarder-Ai, I shall look ; Vous regarder-Ez, You will look ; J''enseigner-Ai, 
I SHALL TEACH ; Vous enseigner-Bz, You will teach. 

2. The First Person Singular of the Future, when used interrogatively 
with the Pronoun, must be put, like the Second Person Plural, before the 
Pronoun, and connected by a hyphen, thus : Eegarderai-je ? Shall I look ? 
Louerai-je f Shall I praise ? 



NINETEENTH LESSON OP THE FIRST COURSE. 

FUTURE (continued.) 



will you be repeating ? 
I shall be repeating. 

*s, that of, the one of, the. . . 
one. 

my brother's book. 

my brother's, that o^ the one of 

my brother, 
the wooden horse, 
the wooden one. 
the paper one. 

seriously. 

regularly. 

then, — not, then. 

will you be buying ? 
I shall be buying. 

shall I not, then, be starching ! 
you will not be starching. 

somewhere. 

nowhere, not. . . anywhere. 

you will be going, 
shall I be going ? . 

will you be going anywhere ? 
I shall not be going anywhere. 

the third. 

Word, 
vocabulary. 



rep^terez-vous ? 
je repeterai. 

CELCI DE. 



le livre de mon fr^re. 
celui de mon fr^re. 

le cheval de bois. 
celui de bois. 
celui de papier. 

serieusement 



(Obs. 1.) 
(Obs.2.) 



done, — ne. . . done pas. 

ach^terez-vous ? 

j'acheterai. (Obs. 1.) 

n'empeserai-je done pas ! 
vous n'empeserez pas. 

quelque part. 

ne (before) 7iulle part (after the 
Verb). 

vous irez. (Obs. 3 ) 

irai-je ? 

irez- vous quelque part ? 
je n'irai nulle part 

le troisi^me. 

mot. 
vocabulaire. 



NINETEENTH LESSON. 101 



shall I be wiping oflf ? 

you will be wiping off. 

will jou be employing ? 

I sliall be employing my clerk in 

cleaning, 
will you be sweeping I 
I shall be sweeping. 

will you be sending? 
I shall be sending. 



essuierai-je ? (Obs. 4.) 

vous essuierez. 
emploierez-vous ? 
j'emploierai mon commis a net- 

toyer. 
balaierez-vous ? 
je balaierai. 

enverrez-vous ? (Obs. 5.) 

j'enverrai. 



NINETEENTH EXERCISE OF THE FIRST COURSE. 

1. "When will you be repeating the third exercise ? — I shall always 
be repeating the first exercise. 2. And the second ? — The third also ? 
— Yes, the third also. 3. Will you be employing the clerk for clean- 
ing this apartment? — I am now employing the clerk for cleaning this 
apartment. 4. Will you be going anywhere to-day ? — I shall not 
be going anywhere to-day ? 5. Will you not be thinking of me 
seriously ? — I shall be thinking of you seriously. 6. Will you be 
Duying regularly ? — I shall be buying very regularly. 7. Will you 
be spending your brother^s money? — I shall not be spending it any 
more. 8. You will not, then, be sweeping the floor very soon!^ 
beg your pardon, I shall be sweeping it very soon. 9. When will 
you be repeating your exercise ? — I will be repeating it very soon. 



OBSEEVATIONS. 

1. The Student must observe that Be])eterez-v(ms, etc., is written with 
an e and not with an e. (L. 15, Obs. 2.) 

2. Celui de, That of, may be expressed, in English, in not less than 
four different ways : by the sign of possession '5, by That of, by The 
ONE OF, and by The ... one (Adv. or Subs, between). See examples in the 
Lesson. 

8. The Verb Aller forms its Future irregularly. Instead of J^alleraiy 
vous aUerez^ as it might be, it is JTirai^ wus irez^ etc. 

4. In the Verbs in yer^ the y is changed into i under certain circum- 
Btances. (L. 17, Obs. 1.) 

5. The Future of the Verb Envoy er is enverrai, and not envoierai^ etc. 
Eenvoyer^ a derivative of Envoyer^ is subject to the same irregularity. 



102 



FIRST COURSE. 



TWENTIETH 



LESSON OF THE 

THE OONDinONAIi. 



FIRST COURSE. 



are you profiting ? 
I am profiting, 
you are profiting. 

are you profiting by something ? 
I am profiting by nothing. 

to be profiting. 

will you be profiting ? 
I shall be profiting. 

WOXn^D, SHOULD YOU BE PROFITING 

by that if.. . ? 

I SHOULD, -WOULD BE PROFrTINQ by 

that IF. . . 
I should not be profiting by it if. . . 

would you be teaching if . . . ? 
I should, would be teaching if. . . 

would, should you be teaching 

Italian if . . . ? 
would, should you be teaching 

it if . . . ? 

would, should you be continually 

scolding if. . . ? 
I should, would be scolding xCon- 

tinually if. . . 

CONTINUALLY. 

would you be obviating this in- 
• convenience if. . . ? 
I should not be obviating this in- 
convenience if. . . 
I should not be obviating it if. . . 

would you be thinking of me if . . . ? 
I should be thinking of you if. . . 

I should be working with you if. . . 
would you be working with me 
if . . . ? 

I should be playing with a play- 
thing if. . . 
would you be playing with the 
plaything if . . . ? 

IN THIS MANNEB. 
OF COURSE. 

plaything. 



profitez-vous ? 
je profite. 
vous profiteZi 

profitez-vous de quelque chose I 
je ne profite de rien. 

profiter. 

profiterez-vous ? 
je profiterai. 

PROFITERIEZ-VOUS dc Ccla SI. , . ? 



JE PROFTTERAIS Ic Ccla SI. . . 

je n'en profiterais pas si. . . 

enseigneriez-vous si ... ? 
j'enseignerais si. . . 

enseigneriez-vous I'italien si. 



.? 



Tenseigneriez-vous si ... ? 

gronderiez-vous continuellement 

^ si. . . ? 

je gronderais continuellement si. . . 

continuellement 

obvieriez-vous a cet inconvenient 
si.. .?^ 

je n^obvierais pas a cet inconve- 
nient si. . . ? 

je n'y obvierais pas si. . . 

penseriez-vous a moi si ... ? 
je penserais a vous si. , , 

je travaillerais avec vous si. . . 
travailleriez-vous avec moi si . . . I 

je jouerais avec im joujou si. . . 
joueriez-vous avec le joujou si. . .1 

comme cela, 
oomme de raisoTu 
joujou. 



TWENTY-FIRST LESSON. 103 

TWENTIETH EXERCISE GF THE FmST COURSE. 

1. Would you be teaching if. . .? — I should be teaching if. . . 2, 
"Would you be teaching French if. . .? — I should be teaching it if. , , 
3. Would you be studying German if. . .? — Of course, I should be 
studying it if . . . 4. Are you thinking that you would be looking for 
the handkerchief if. . .? — I should be looking for it if. . . 5. Would 
you be crying, my boy, if. . .? — I should no^be crying, papa, if. . , 6. 
Would you be eating this biscuit if. . .? — I should be eating it if. . . 
7. Would you be walking without limping if. . .? — I should be walk- 
ing without limping if. . . 8. Would you be working for me if . . .? 
— I should be working for you if. . . 9. Would you be sawing this 
wood directly if. . .? — Indeed, I should not be sawing it directly if. . . 
10. Would you not be earning that money if. . .! — Of course, I should 
not be earning that money if . . . 11. What money would you be 
spending then ? — I should be spending what I am earning. 



OBSERVATIONS* 

1. The observations made with regard to. the Future are applieabk to 
this new Tense. The Conditional ( Qmditionnel) is expressed, in Englisla, 
by the two words Would or Should^ followed by the Verb, and, in French, 
by the Verb, alone, assuming a new terminatif»n. 

Tlie Conditional is formed from the Infinitive, by the addition, for the 
Jlrs^fr Person Singular, of ais : Frofiter, prqfiter-Ms, ; and for the Second 
Person P'.Tiral, of ^«5 ; Profiter^ ^rofiter-iEz^ 

i 



T 



TWENTY-FIRST LESSON OF T^E FIRST COURSE. 

CONDITIONAL (CONTINUED.) 



SOMETHING. 
NOTHING, NOT. 



are you buying something good? 
I am not bu^^ing anything good. 



QUELQUE CHOSE DE. . . (Obs. 1.) 

NE. . . RIEN DE. . . (Obs. 1.) 

achetez-vous quelque chose debon? 
je n'achete rien de bon. 

QUE. . . (before the Verb) de 

(before the Adjective), 

5'w'acheterez-vous de bon ? (Obs. 2.) 
je Ti'acheterai rien de bon. 



what will you be buying good ? 
I shall not be buying anything 
good. 

would, should you be buying if. . .?| acheteriez-vous si. . . ? (Obs. 3.) 
I should be buying if . . . I j'acheterais si. . . 



104 



FIRST COURSE. 



you would be buying theMoth if. 
I should be buying the loth if. . . 

would you be repeatinglf . . . ? 
I should be repeating iff 

ONE. 

the number one. 
the figure one. 

would you be going if. 

I should be going if. 

would you be going therJ if . * . ? 

EARLY. t 

why would you be going home 
early if. . . ? 

would you be sending if . . . ? 
I should be sending if. . . 

BELOW, OVER TJ^RB, DOWN THERE. 

cousin. * 

would you be sending yout cousin 
below, from time to timV if. . J 

you would be paying so mtfchif . . . 
I should be paying so niuoji if. . . 

CHEAP, AT A SMALL PRICE, LOW. 

should I be paying low 

if ... ? 
would you be paying 

if . . . ? 

this umbrella, 
this parasol. 

would you be wiping off i] 
I should be wiping off if, 
you would be wiping that 
would you be wiping it oi 

would you be employing if! 
I should be employing if. . '. 

would you be sweeping if. i.? 
I should be sweeping if . . . 



'W f<A' 

:lo4i 



that 
for it 




vous acheteriez le drap si . . . 
j'acheterais le drap si. . 

r^peteriez-vous si. . .? 
je rep^terais si . . . 

UN. 

le numero un. (Obs. 4.) 

le chiffre un. 

iriez-vous si. . . I (Obs. 3.) 

j'irais si. . . 
iriez-vous la si . , . ? 

de bonne heure. 

pourquoi iriez-vous chez vous de 
bonne heure si ... ? 

enverriez-vous si. . .? (Obs. 3.) 

j'enverrais si. . . 

Id'bas, 

cousin. 

enverriez-vous votre cousin la-bas, 
de temps en temps, si ... ? 

vous paiericz tant si . . . 
je paierais tant si . . . 

d bon marche, 

paierais-je cela a bon march6 

si...? 
le paieriez-vous a bon marche si ... ? 

ce parapluie. 
ce parasol. 

essuieriez-vous si. . . 
j'essuierais si. . . 
vous essuieriez cela si . . . 
I'essuieriez-vous si ... ? 

emploieriez-vous si ... ? 
j'emploierais si. . . 

balaieriez-vous &i. . .? (Obs. 3.) 

j e balaierais si . . . 



TWENTY-FIRST EX! 

1. Would you be sencling 
Sir. 2. Would you be wipii 
be wiping it ofifif . . . 3. W )i 
if. . .? — I should be wishing f 



IRCISE OF THE FIRST COURSE. 

ny cousin over there often if. . .? — No, 
g off this counter if. . .? — I should not 
uldyou be wishing for something good 
)v something good if. . . 4. What figure 



TWENTY-SECOND LESSON. 



105 



would you be always placing after the third one if . . . ? — I should 
be always placing the figure one after the figure three if. . . 5. 
"Would you be studying the second vocabulary if. . . ? — I should be 
studying it if. . . 6. Would you not be profiting by that if. . . ? — 
I should be profiting by it if. . . 7. Would you be going often to 
my house if. . . ? — I should be going often to your house if. . . 



OBSEKVATIONS. 

1. When Quelque chose^ Something ; Ne... rien^ Nothing, are followed 
by an Adjective, they require de^ before the Adjective. 

2. When the Verb, which comes after the Interrogative Pronoun, Que^ 
What, is followed by an Adjective, the Preposition de is prefixed to such 
Adjective : thus, (^js'^achetez-vous de Ion ? What aee you buying good ? 

3. All the rules relative to the Verbs in e... er, 6... er^ in ...^er, and to 
the exceptional Verbs Alter, Envoy er, which were given when speaking of 
the Future, are equally applicable to the Conditional. We shall, therefore, 
abstain from repeating them here. 

4. Here is a new meaning for Uh. We saw it used first for the Inde- 
finite Article answering to the English a, an. It is now used for one, 
when alone, as we have seen it in the Combination Quelqu'un, Some one. 



•TWENTY-SECOND LESSON OF THE FIRST COUESE. 



THE IMPEBFEGT. 



you were THINKING. 
I WAS THINKING. 
. . .IF YOU WERE THINKING. 
. . .IF I WERE THINKING. 

were you giving ? 
I was giving. 

would you be studying in this 

book if I were studying ? 
if I were giving it. 
if I were giving it to you. 

WHY NOT? 

IF YOU PLEASE, 

fourth. 

fifth. 

God. 

5* 



VOUS PENSIEZ. 

JE PENSAIS. 

... SI VOUS PENSIEZ. 

. . .SI JE PENSAIS. 

donniez-vous ? 
je donnais. 

etudieriez-vous dans ce 

j'etudiais ? 
si je le donnais. 
si je VOUS le donnais. 

pourquoi pas ? 

s'il votes plait. 

quatri^me. 
cinquieme. 

Dieu. 



(Obs. 1.) 



livre 



106 



FIRST COURSE* 



you were going. 

I was going. 

would you be going over there 

if I were remaining here ? 
I should be going to the hotel if 

you were not going [thither]. 

ALREADY* 

NOT. . . YET, NOT YET. 

were you speaking ? 
I was speaking, 
were you speaking already ? 
I was not yet speaking, 
were you already speaking Ger- 
man? 
I was not speaking it yet. 

you were teaching. 
I was teaching. 

you were teaching me* 
I was teaching you. 

you were teaching it. 
I was teaching it. 

you were teaching it to me. 
I was teaching it to you. 



vous alliez. 

j*allais 

iriez-vous la-bas si je demeurais ici f 

j'irais a Thotel si vous n*y alliez pas. 

dejd. 

ne, . . pas encore, ' 

parliez-Yous ? 

je parlais. 

parliez-vous deja ? 

je ne parlais pas encore. 

parliez-vous deja I'allemand ? 

je ne le parlais pas encore. 

vous enseigniez. 
j*enseignais. 

vous m'enseigniez. 
je vous enseignais. 

vous I'enseigniez. 
je I'enseignais. 

vous me Tenseigniez. 
je vous I'enseignais. 



TWENTY-SECOND EXERCISE OF THE FIRST COURSE. 

1. Would you be teaching that if I were not teaching it? — ■ 
I should be teaching that if you were not teaching it. 2. 
Would you be going to my house, if I were going to yours? — I 
should not be going to your house, if you were going to mine. 
8. Why not, Sir, if you please ? 4. Were you already speaking Ita- 
lian when I was studying with you ? — No, Sir, I was not speaking 
it yet. 5. Would you be working if I were working ? — I should be 
working if you were working with me. 6. Would you be traveling 
by railroad, if I were traveling so ? — I should never be travehng by 
railroad. 



OBSERVATIONS. 
1. This new Tense, called Imperfect (^Imiyarfait^ in French), follows the 
Conditional nearly as a matter of course. Tlie Conditional is almost 
always accompanied by the Conjunction si, which the Imperfect then 
follows. Thus, Je travaillerais pour ceci, SI vous travailliez pour cela, 
I should be ■worhiiig for this, IFrou were working for that. Or, the order 



TTTENTY-THIRD LESSON. 



107 



of the phrases maybe changed without at all affecting their relation to each 
other, beginning with Si; thus, Si vous teavailliez jpour cela, je travail- 
iJERAis/>aw7' ceci; the Imperfect coming first and the Conditional last. 

Although the Conditional is almost always accompanied by the Imper- 
fect, the Imperfect Tense may stand, and does often stand, alone ; because 
its meaoing does not depend, like that of the Conditional, upon some con- 
tingent action, event or circumstance, having to be contemporaneously 
expressed. 

The Imperfect is formed from the Present Participle, which will be 
given here in anticipation of its formal introduction in the Lessons. It is 
one of the primitive forms of the Verb from which several Persons and 
Tenses of the French Verb are derived. It is always known by its ter- 
mination in a?it, just as the Present Participle, in English, is by the ter- 
mination i?igf : thus, Donn-A^T, Giving ; Mudi-A2\T, Studying. 

Ant is changed into ais^ for the Pirst Person Singular, and ieZj for the 
Second Person Plural, of the Imperfect (Indicative) : thus, JJonn-A^T^ 
Giving ; Je donn-MB^ I was <}i\'ing ; Vous donn-iJS^L^ You were giving^. 



TWENTY-THIRD LESSON 

IMPEKFECT 

you were sweeping. 
1 was sweeping. 

in my turn, 
ir. your turn. 

were you wiping offf 
I was wiping off. 

the blood, 
the nose. 

were you employing ? 
I was employing, 

this means. 

were you sending ? ^ 
I was sending. 

that of which, the one of which, 
the one of whom . . . 

the one of which, of whom you 

were speaking, 
that of which I was speaking, 
were you employing the one of 

which, of whom you wxre 

speaking ? 
I was employing the one of 

which, of whom I was speak- 



OF THE rmST COURSE. 

(continued.) 



vous balayiez. 
je balayais. 

a mon tour, 
a votre tour, 

essuyiez-Yous ? 
j'essuyais. 

le sang, 
le nez. 

employ iez- vous % 
j 'employ ais. 

ce moyen. 

envoyiez-vous % 
j 'envoy ais. 

CELUI DONT 

celui dont vous parliez. 



(Obs. L) 



(Obs. 1.) 



(Obs. L) 



(Obs. 2.) 



celui dont je parlais. 
emplo34ez-vous celui dont vous 
parliez? 

j'emplo^-ais celui dont je parlais. 



108 



FIRST COURSE. 



THAT OF WHICH. .. 

that of which you were speaking, 
that of which I was speaking. 

were you repeating ? 
I was repeating. 

were you repeating that which 
you were speaking of? 



BY HEABT. 

were you buying ? 
I was buying. 

BY DINT OF. 

oy dint of labor. 

by dint of working, 
by dint of repeating. 

by dint of working at that, 
by dint of working at it. 

by dint of repeating that by heart, 
by dint of repeating it hj heart. 

were you calling ? 
I was calling. 

name, surname, 
first name. 

were you throwing ^ 
I was throwing. 



were you eating ? 
I was eating. 

were you placing I 
I was placing. 



CE DONT. , . (Obs. 3.) 

ce dont vous parliez. 
ce dont je parlais. 

repetiez-vous ? 

je repetais. 

repetiez-vous cg dont vous parliez ? 

alors, 

d'abord, 

par cceur, 

achetiez-vous? 
j'achetais. 

d force de. (I^^-) 

a force de travail. 

a force de travailler. 
a force de repeter. 

a force de travailler a cela. 
a force d'y travailler. 

a force de repeter cela par coeur, 
a force de le repeter par coeur, 

appeliez-vous2 
j'appelais. 

nom. 
prenom. 

, jetiez-vous t 
je jetais. 

mangiez-vous ? 
je mangeais. 

placiez-vous ? 
je plagais. 



(Ob&. 4.) 
(Obs. 5.) 



TWENTY-THIRD EXERCISE OF THE FIRST COURSE. 



1. Would yo» be repeating this exercise if I were not repeating 
it ? — I should not be repeating it if you were not repeating it 
2. Would you be repeating it by heart? — I should be repeat- 
ing it by heart, if I were repeating it at all. 8. Were you calling 
this gentleman by his first name ? — I beg yo«r pardon, I was call- 
ing that young gentleman by his surname. 4. Are you using the 
means of which you were speaking at first ? — I am not using the 
means I was speaking of at first. 5. Were you wiping ofi" your 
coat I — Noy Sir, I was not wiping it offl 



TWENTY-FOURTH LESSON, 



109 



OBSERVATIONS. 

1. Verbs in ...3/^ take an i in the Imperfect, in the Second Person Plu- 
ral, although preceded by a y. 

2. Celui and JDont may relate to an Antecedent either of persons or things. 
8. This expression. That of which, Ce dont, relates to things only. 

4. Verbs having their Infinitive in ,..ger take an e after the g, to pre- 
serve its soft Sound, like that ofj (zh), in such Tenses and Persons as have 
their termination beginning in a or ; thus, Je mang{e)ais would make 
without the insertion of the «, Je mang-Aia, which would change the pri- 
mitive Sound of the gr in the Infinitive into that of g in the English word 
Gait. 

5. Verbs in ...cer, under the same circumstances as those mentioned 
above for Verbs in ...ger (Obs. 4), take a cedilla (a c with a little mark un- 
der it, thus, p), to preserve its sound of s throughout. 



TWENTY-FOURTH LESSON OF THE FIRST COURSE. 

THE GERUND. 



ON, UPON, IN, BY, WHEN, WTrrr«ST 


EN ECOUTANT. (Obs. 1.] 


LISTENING TO. 




whilst repeating, 
whilst working, 
whilst buying, 
whilst thinking, 
whilst going, 
whilst passing. 


en repetant. 
en travaillant. 
en achetant. 
en pensant. 
en allant. 
en passant. 


whilst listening to that, 
whilst listening to it. 


en ecoutant cela. 
en I'ecoutant. 


whilst working at that, 
whilst working at it 


en travaillant a cela. 
en y travaillant. 


whilst going to your place. 


en allant chez vons. 


LOUD. 


toict hard. 


LOW. 


tout has. 


whilst repeating that loud, 
whilst repeating it low. 


en repetant cela tout haut. 
en le repetant tout bas. 


CERTAINLY. 


certainement. 


WITHOUT MISTAKE, WITHOUT FAIL 


sans faute. 


were you going there ? 
whilst going to your father's, 
certainly I was going thither, 
were you going thither ? 


alliez-vous la ? 
en allant chez votre p^re. 
certainement j'y allais. 
y alliez-vous ? 


THERE, THITHER. 


Y. (Obs. 2.) 



110 

when arriving, 
were you arriving ? 
[ was arriving. 

wonld you be arriving ? 
I should be arriving. 

will you be arriving ? 
I shall be arriving. 

to be arriving. 

' you are arriving, 
am I arriving ? 

from Vienna. 

from Constantinople. 

from Mexico. 

are you arriving thence, 

there ? 
I am arriving thence, from there. 

THENCE, FROM THERE. EN. (Obs. 3.) 



TWENTY-FOURTH EXERCISE OF THE FIRST COURSE. 

1. You are still crying while looking at me, my dear boy. — 
I beg your pardon, Sir, I am not crying any more. 2. 
Are you repeating this without mistake ? — I am repeating it with- 
out mistake. 3. How much shall I be earning whilst working for 
you ? — You will be earning so much. 4. Paul, you are speaking 
low. — Am I speaking low ? 5. How much Indian corn will you 
be buying on arriving in New York? — I shall not be buying 
anything on arriving at New York. 6. Why are you limping 
while walking ? — Am I, indeed, limping while walking ? 7. You 
are tearing my cloth in ironing it. — No, no, I beg your pardon. 



FIRST 


COURSE. 




en arrivant. ' 




arriviez-vous ? 




j 'arrivals. 




arriveriez-vous ? 




j'arriverais. 




arriverez-vous I 




j'arriverai. 




arriver. 




vous arrivez. 




est-ce que j 'arrive ? 




de Vieijie. 

de Constantinople. 

de Mexico. 


from 


en arrivez- vous ? 


there. 


j'en arrive. 




EN. 



OBSEEVATIONS. 

1 . ^i^ is the only Preposition which never governs the Infinitive, and the 
only one which governs the Participle Present, called, when so governed, 
a Gerund. It answers, under different circumstances, when joined to tho 
Participle, to In, On, Upon, By, When, Whilst, etc. 

2. The Pronoun F, as we have before seen, stands for To it, To this, or 
To THAT, referring to some thing already mentioned. The Adverb F stands 
for the name oivi place already mentioned, and is a substitute for To that 
PLACE or In that place, 

3. The Adverb En means from this place or that place, already 
mentioned. 



TWENTY-FIFTH LESSON. 



Ill 



TWENTY-FIFTH LESSON OF THE FIRST COURSE. 

THE HABITUAL FORII OF THE VERB. 



do you go, are you going, to my 

house directly? 
do you go, are you going, thither 

directly ? 
I go, I do go, I am going, thither 

without waiting. 

do you send somebody to my 

house ? 
certainly, I send somebody to 

your house. 
I do not send anybody to your 

house. 

an ink-horn. 

did you ask for, were you asking 

for, the ink-horn ? 
ye?. Sir, I asked, I did ask, I was 

asking for it 
did you not ask for it ? 
I did not ask for it. 
you asked for it 

YES. 

to speak. 
I shall speak, 
you will speak. 
I should speak, 
you would speak. 

I spoke, 
you spoke. 

I speak, 
you speak. 

ALTOGETHER. 

did you place this upon the table ? 
I placed that upon the table. 

to prefer. 

do you not prefer my gun to 

yours ? 
I do not prefer it, certainly. 
yes, you do prefer it. 

to love. 

don't you love me any more, then, 
Francis ? 

Francis. 



allez-vous chez moi de suite ? 

y allez-vous de suite ? 

j'y vais sans tarder. (Obs. 



1-) 



envoyez-vous quelqu'un chez moi ? 

j'envoie quelqu'un chez vous, en 

efFet. 
je n'envoie personne chez vous. 

un ecritoire. 
demandiez-vous I'ecritoire ? 

oui, monsieur, je le demandais. 

ne le demandiez-vous pas ? 
je ne le demandais pas. 
vous le demandiez. 

si fait (Obs. 2.) 

parler. 
je parlerai. 
vous parlerez. 
je parlerais. 
vous parleriez. 

je parlais. 
vous parliez. 

je parle. 

vous parlez. (Obs. 1.) 

tout d fait. 

placiez-vous ceci sur la table ? 
je pla^ais cela sur la table. 

preferer. 

ne prefer ez- vous pas mon fusil au 

votre ? 
je ne le prefere pas, certainement. 
si fait, vous le preferez. 

aimer. 

ne m'aime^-vous done plus, Fran- 
gois? 

Francois. 



112 FIRST COURSE. 

TWENTY-FIFTH EXERCISE OF THE FIRST COURSE. 

1. Do you repeat your exercise by heart ? — I repeat it by heart 
2. Do you go to your father's house to-night? — Yes, Sir, I am 
going thither to-night 8. Will you wipe off the ink-horn ? — I shall 
wipe off the ink-horn. 4. Did you earn your money by dint of 
working ? — I earned it only by dint of working. 



OBSERVATIONS. 

1. Nothing could be more unlooked for than the way in which the 
French Verb has been rendered, in English, previous to the preceding 
Lesson. To translate J^etudie by I am studying, has an air of strangeness 
which nothing, but the degree of repetition we have given to this usage, 
could entirely remove. Now, however, that the Student is presumed to bo 
entirely familiar with this difference of idiom between the two Languages, 
we can, with safety, introduce him to the more usual sense of the French 
Verb, rendered by the common form of the English Verb, which both 
seemingly and really corresponds to it : thus, J''efudiej I study, or I do 

* STUDY, instead of I am studying. 

I AM STUDYING, and this form of the Verb, in English, generally, means 
that the action is, was, or will be, actually progressing at the point of time 
referred to; in other words, instead of indicating an action as falling 
withm the gvven poetxon of Time (Past, Present, or Future), it indicates 
an action within the continuity of tvhich the point of time in question fails. 
It may be called the Present or Past or Future Tense Actual^ or the Actu- 
alizing Form of the Verb. I study states a fact, generally, but not neces- 
sarily implying the Actual Present progression of the action. It may, and 
often does, denote merely a habit or usage of studying^ and so of other 
actions. This may be called, therefore, the Habitual Form of the Verb. 
I DO STUDY is Intensive^ or affirms with more energy than I study, although 
in negative and interrogative positions it has no such force ; as, I do not 
STUDY, Do you not STUDY ? ctc, whcTC it is merely euphonic. 

The French Language is destitute of these nice distinctions. It seldom 
marks the actual progression of an action by a distinct form of expression, 
although, when deemed requisite, it can do so by Je suis a etudier, I am 
STUDYING (literally, I am at studying), which will be introduced in the Les- 
sons later. Generally, however, the simple form J''etudiey is used indiffer- 
ently, whether the meaning is I am studying, I study, or I do study. 

The exclusive use of the Actualizing Form of the English Verb will now 
be discarded, and the other Forms freely used in the remaining portion of 
the Book. 

2. When the Verb is used negatively, this Adverb is sometimes used 
instead of Oidj Yes. It implies not merely an affirmative, but a sort of 
contradiction as well. 



TWENTY-SIXTH LESSON. 



113 



TWENTY-SIXTH LESSON OP THE FIRST COURSE. 



THE PKESENT OF THE SUBJUNCTIVE MODE. 

. . . QUE VOUS PARLIEZ. 



. . . THAT YOU SPEAK, THAT YOU 
SHOULD SPEAK, THAT YOJT MAY-f 
SPEAK (or be speaking). "^ ' 

. . . THAT I SPEAK, ETC. 

I desire that you speak (should \ 

speak). ^' ( 

I desire thai^ou should speak. C 

I desire that you may^P-e^. ) 

do you desire that I speak (sET 

speak, may speak) ? 
. . .that you shoul^iove. ^ 
. . . that I shou^^oveT^ / 

. . .that you^ould love 
. . . that I should love you. 

do you desire that I love you, 
should love, may love yoxi> 

"^^eiliiat you should love 
me *^ 



. . 9UE je parle. 



(Obs. 1.) 



(Obs. 1.) 



je d^ir^ gu^vous parliez, 

^esirez-vous qtie je parle i 

. . .que voWaimiez, 
. . .que j'aiig.e. 

. . . que VOUS m'aimiez. 
. . .que je vous aime. 

desirez-vous que je vous aime? 

est-ce que je desire que vous 
m'aimiez ? 

prefer ez- vous que je parle fran- 

§ais ? 
prefer ez-vous que je vous parle 

franchement ? 



do you prefer that I should §peak 

French? •. ' 

do you prefer that I should' speak 

to you frankly ? ,\ ^ y' '' ^y 

do you wish that I should repeat | aimez-vous que je vous repete le 



the wo^ to you ? 

are you asking ? do you ask ? 
that I should copy. 
I am asking, I ask, I do ask. 
that you should copy, 
that you should copy the fourth 
exercise. 

that you should copy it. 

that you should copy it for me. 

that I should copy it. 

that I should copy it for you. 



mot^ 

demandez-vous ? 
que je copie. 
je demande. 
que vous copiiez. 

que vous copiiez le quatri^me exer- 
cice. 

que vous le copii^ 

que vous me le copiiez. ^ 

que je le copie. 
que je vous le co^^ 



TWENTY-SIXTH EXERCISE OP THE FIRST COURSE. 

1. Do you desire that I should "work here ? — I do desire that 
you work here. 2. Do you like that I should [wish me to] dance 
now ? — I do not like that you should dance now. 3. Do you prefer 
that I should speak to you seriously ? — I do prefer it. 



114 



FIRST COURSE. 



OBSERVATIONS. 

1. The Subjunctive Mode names an action, without affirming or deny- 
ing it, and is, so far, like the Infinitive. It does not, however, merely name 
the action in a general or unlimited way, like the Infinitive ; but is con- 
nected with a Subject which is represented by a Noun or Pronoun in the 
Nominative Case, agreeing with the Verb in the Subjunctive, in the -.same 
manner as if it were in the Indicative Mode ; thus, in the example. Que 
je farU^ That I should speak or That I should be speaking, the Je^ I, is 
Nominative to Farle^ Should speak. The Subjunctive Mode may also take 
the Negative Form, as Que je Tie jparU jpas^ That I should not speak or Be 
SPEAKING. [See Treatise on the Modes at the end of this Course.] 

The Present of the Subjunctive is formed by the Participle Present 
by changing ant into e for the First Person, and i nto, iez for the Second ; 
thus, Farl-K^T^ Que je ^arlr-E^ Que wus ^arl-mz. 



^^ 



(Subj.) 



DWENTY-SEYENTH LESSON OF THE FIRST COURSE 

'^V THE FEMININE GENDER. .• ** 



the woman, wife, 
the girl, daughter, 
the image, picture, 
the cane. 

do you desire that I should bow to ? 
I desire you to bow to. 

do you apprehend ? 

I apprehend. 

that you should strike the girl. 

that I may strike the girl. 

that I break, 
that you break. 

OF the. 

that I may speak of the woman, 
that you may speak of the image. 

TO THE. 

that I give the cane to the girl, 
that you may give the image to 
the woman. 

yes, madam, 
no, miss. 



that I may go. 
that you may go. 



LA, l' (Obs. 1.) 

la femme. 

la fille. 

rimage, 

la canne. (Obs. 1.) 

desirez-vous que je salue ? 
je desire que vous saluiez. 

apprehendez-vous ? 

j'apprehende. 

que vous frappiez la fille. 

que je frappe la fille. 

que je brise. 
que vous brisiez. 

DE LA, DE L* (Obs. 2.) 

que je parle de la femme. 
que vous parliez de Timage. 

A LA, A L* (Obs. 2.) 

que je donne la canne a la fille. 
que vous donniez I'image a la 
femme. 

oui, madame. 
non, mademoiselle. 

que j'aille. 
que vous alliez. 



TWENTY-SEVENTH LESSON. 



115 



do you desire me to go some- 
where ? 

I desire you to go nowhere, not to 
go anywhere. 

that I may buy. 
that you may buy. 
the card. 



desirez-vous que j'aille quelque 

part? 
je desire que vous n'alliez nulla 

part. 

que j'achete. 
que Yous achetiez. 
la carte. 



that you may buy it. 
that I may buy it. 

that you may tear it. 
that I may tear it. 

IT TO YOU. 
IT TO ME. 

that you may give it to me. 
that I may gi^e it to you. 

that I may buy it for you. 
that you may buy it for me. 

the sum of money. 

that you may pay. 
that I may pay. 

the stain of blood. 

that you wipe off. 
that I wipe off. 

the ink. 

that you employ, 
that I employ. 



(Pronoun.) 



que vous I'achetiez. 
que je I'achete. 

que vous la dechiriez. 
i que je la dechire. 

vous LA, vous L* 
ME LA, ME l' 

que vous me la donniez. 
que je vous la donne. 

que je vous I'achete. 
que vous me I'achetiez. 

la somme d'argent. 

que vous payiez. 
que je paie. 

la tache de sang. 

que vous essuyiez. 
que j'essuie. 

I'encre. 

que vous employiez. 
que j'emploie. 



(Obs. 3.) 



(Obs. 4.) 



^ 



TWENTY-SEVENTH EXERCISE OF THE FIRST COURSE. 

1. Do you desire that I should pay the sum of money now ? — I 
desire that you pay it directly. 2. Do you apprehend that I may 
wipe off the stain of blood with my handkerchief? — I do appre- 
hend that you may wipe it off with your handkerchief. 3. Do you 
prefer that I should send the picture ? — I prefer that you should 
send it. 4. Where? to my house? — Oh! to your house, indeed! 



OBSERVATIONS. 
1. The Article must agree in gender with the Noun it precedes ; La 
is the reminine of Z^. V is put before the Noun or Adjective beginning 
with a Vowel or inefficient ^, in either case, that is, whether the Noun is 
Masculine or Feminine. 



116 



FIRST COURSE. 



By Gonder is meant, in English Grammar, the distinction between the 
two Sexes, or, else, the want of Sex. Male animals are called Masculine, or 
said to belong to the MascuUne Gender, and Female animals to tne Femi- 
nine Gender, while all objects without Sex are of the Neuter Gender, 
which means " of neither Gender.'* 

All Nouns, in French, are, on the contrary, either Masculine or Femi- 
nine. AVhen the objects have no sex, so that, in English, we should call 
them Neuter, this assigning of them to one of the other Genders must seem 
strange to the Pupil. It really means nothing more than that some such 
Nouns take the Article Ze, like Masculine names, and others the Article 
Za, like Feminine Nouns, The Pupil must, therefore, learn each Noun with 
Its pi*oper Article accompanying it, Canne^ A cane, for example, is called 
Feminine, and must be learned as La canne^ etc. 

2. There is no contraction for the Feminine of these Articles as there 
IS for the Masculine : du^ au make dela^hla, in the Feminine. 

3. The Pronoun Le follows the same variation of Form and rules of 
Agreement as its prototype, the Article Le, It becomes La when it re- 
fers to a Feminine Noun, 

4. The literal translation of Vous la, Me la, etc., is You it, Me it, etc. 



TWENTY-EIGHTH LESSON OF THE 

FEMININE (CONTINUED.) 
IN ORDER THAT. afiu qUC, 

do you pass me this linen ? 
in order that I may wash, 
in order that I wash it. 
in order that I wash it for you. 

in order that you wash. ^ 

in order that you wash it. 

in order that you wash it for me. 

linen. 



FIRST COURSE. 



(Obs. 1.) 



me passez-vous ce linge I 
afin que je lave, 
afin que je le lave, 
afin que je vous le lave. 

afin que vous laviez. 
afin que vous le laviez. 
afin que vous me le laviez. 

linge. 



my ink. 



ray cousm. 
my pen. 



(Obs. 2.) 
(Obs! 2.) 



WHAT. 

what ink do you use ? 
for marking, 
your shirt 



mon encre. 

MA. 

ma cousine. 
ma plume. 

QUELLE. (Obs. 8.) 

quelle encre employez-vous f 
pour marquer. 
votre chemise. 



TWENTy-EIGnTH LESSON. 



117 



fine. 

I use the fine ink wMch you use. 



how do you like my new compo- 
sition? 
I like it very much, 
composition. 



MINE. 

do you like mine as much as 
yours? 

do you require ? 

I do require. 

that you should take care of. 

that I should take care of. 

this old. 

invalid. 

THIS. 

old. 

this old woman. 

old, ancient, former. 

female companion. 

neighbor. 

my old companion. 

the key. 
iron. 

big. 

the big iron ke^ 

are you looking after ? 
I am looking after. 

false. 

I am looking after the false key. 

California. 

are you going to California ? 

the broomstick of the old woman, 
the pen of my old companion. 
the watch of the tailor's wife. 



belle. (Obs. 3.) 

j'emploie la Delle encre que vous 
employez. 

VOUS-MEME. 
MOI-MEME. 

nouvelle. (Obs. 3.) 

comment trouvez-vous ma nouvelle 

composition ? 
je I'aime beaucoup. 
composition. 

LA voTRE. (Obs. 3.) 

LA MIENNE. (Obs. 3.) 

aimez-vous la mienne autant que 
la votre ? 

exigez-vous ? (Subj.) 

j'exige. 

que vous soigniez. 

que je soigne. 

ce vieiL (Obs. 3.) 

invalide. 

CETTE. (Obs. 3.) 

vieille. (Obs. 3.) 

cette vieille femme. 

ancienne. (Obs. 3.) 

compagne. 

voisine. 

mon ancienne compagne. (Obs. 3.) 

la cle. 
fer. 

grosse. 

la grosse cle de fer. 

cherchez-vous ? 
je cherche. 

fausse. (Obs. 3.) 

je cherche la fausse cle. 

la Californie. 
allez-vous en Californie ? 

le manche a balai de la vieille 
femme. 

la plume de mon ancienne com- 
pagne. 

la montre de la femme du tailleur. 



118 FIRST COURSE. 



THAT OF, THE ONE OF. 

that of the joiner's wife, 
joiner. 

seamstress. 
washerwoman. 

New Orleans. 

good. 

the good mother, 
mother. 



CELLE DE. (Obs. 3 ) 

celle de la femme du menuisier. 
menuisier. 

couturiere. 
blanchisseuse. 

la Nouvelle-Orleans. 

bonne. (Obs. 3.) 

la bonne mere, 
mere. 



TWENTY-EIGHTH EXERCISE OF THE FIRST COURSE. 

1. Do you require that I should take care of this old invalid ? — I 
do not require that you should take care of this old invalid. 2. 
Do you give me the old woman's broomstick ? — Yes, miss. 3. Do 
you give it to me in order that I should break it ? — I do not give 
it to you in order that you should break it. 4. How do you like 
this new composition ? — How do you like it ? 5. Are you looking 
after the pen of your former companion ? — Yes, madam, I am look- 
ing after it. 6. Do you love your good mother ? — I love my good 
mother. 

OBSERVATIONS. 

1. Conjunctions and other words governing the Subjunctive will be 
henceforth followed by the abbreviated word : (Subj.) 

2. Mon is placed before a Feminine Noun beginning witli-« Vowel, to 
avoid the hiatus ; Ma^ before Feminine Nouns beginning with a Consonant. 

8. In French, the Adjective and Adjective Pronoun, as well as the 
Article, change their Form when the Noun is Feminine, and are said, for 
that reason, to agree with the Noun in Gender. Attend especially to this. 

The facts relating to the formation of the Feminine of Adjectives and 
Adjective Pronouns, as shown in this Lesson, may be divided into three 
Classes : 

I. Those whose Masculine Form ends in en^ el^ eil^ oriy etj form the Fe- 
minine by doubling the Consonant, adding e ; thus, Quel^ Quelle, etc. 

II. Those ending in e do not change at all in the Feminine : thus, 
Voire, La wire, etc., remain the same. These two rules apply to Adjectives 

generally. 

III. In the third place. Faux and Gros make Fausse and Grosse, and 
Celui makes Celle, These are individual exceptions not coming under the 
general rules. 



TWENTY-NINTH LESSON, 



119 



LES (plural of le). 


(Obs. 1.) 


beaux. 


(Obs. 2.) 


chale, cbales. 


(Obs. 1.) 


regrettez-vous ? 
je regrette. 
que V0U3 portiez 
de cacheniire. 


Les beaux cbales 


tons les jours, 
tous les soirs. 




MES. 




les jeunes gens, 
les braves gens. 
les honnetes gens. 




messieurs. 


(Obs. 3.) 


TJNE. 


(Obs. 4.) 


dame. 





TWENTY-NINTH LESSON OF THE FIRST COURSE. 

THE PLURAL MASCULINE. 
THE. 

fine. 

shawl, shawls. 

do you regret ? 
I do regret. 

that you should wear the fine 
cashmere shawls. 

every day. 

every evening, every night. 



the young men. 
the honest folks. 

the well-behaved, the honorable 
folks. 

gentlemen. 

A, AX. 

lady. 

miss. 

are you going to church with a 
lady? 

new. 

books. 

are you keeping the new books ? 

I am keeping all the new books. 

ALL THE, EVESY. 

were you breaking ? 
the big. 
pieces of wood. 
I was breaking. 

I'HESE, THOSE. 

these big pieces of wood. 
of what big pieces of wood are 
you speaking ? 

WHAT. 

the third time. 

time. 

the fourth time, 
the fifth time. 

how many times ? 



demoiselle. 

allez-vous a I'eglise avec une dame ? 

nouveaux. (Obs. 2.) 

livres. 

gardez-vous les nouveaux livres ? 

je garde tous les nouveaux livres. 

TOUs LES. ' (Obs. 6.) 

cassiez-vous ? 

les gros. (Obs. 6.) 

morceaux de bois. 

je cassais. 

CE9. (Phiral of ce.) 

ces gros morceaux de bois. 
de quels gros morceaux de bois 
parlez-vous ? 

QUELS. (Plural of quel.) 

la troisieme fois. 

fois. 

la quatrieme fois. 
la cinquieme fois. 

combien de fois ? 



120 



FIRST COURSE. 



will you go to your uncle's ? 
for the fourth time. 

A GREAT DEAL OF. . . 
A LITTLE OF. . . 

patience, 
charity. 

to show. 

will you show a great deal of 

patience ? 
in this affair. 

afifair. 



irez-vous chez votre oncle f 
pour la quatrieme fois. 

heaucowp c?e. . . 

feu de, . . 

patience, 
charite. 

montrer. 

montrerez-vous beaucoup de pa- 
tience ? 
dans cette affaire. 

affaire. 



TWENTY-NINTH EXERCISE OF THE FIRST COURSE. 

1. You show little patience in this affair. — I show, I think, a 
great deal of charity in this affair. 2. How many times do 
you clean the table ?— I clean it to-day for the third time. 8. Do 
you go somewhere every night? — I go somewhere every night. 
4. I do regret that you should wear these fine cashmere shawls 
every day. — I beg your pardon, Ido not wear these fine cashmere 
shawls every day. 5. Do you like these honest folks ? — I do like 
these honest folks very much. 6. Good night, gentlemen. — Good 
night. Sir. — Thank you. 



OBSERVATIONS. 

1. The Article is again changed to Zes, when the Noun is Plural, still 
meaning the same thing, The. Adjectives and Adjective Pronouns also 
change when the Noun to which they belong is Plural. Hence, all these 
Parts of Speech are said to agree with the Noun in Number, as we have 
seen they do in Gender. Such changes do not occur for the sake of Agree- 
ment in English, but in both Languages the Noun itself undergoes a 
change, or receives an ^addition, when it is Plural, that Ts, when it means 
more than one object, (generally the addition of 5, as Chale^ Shawl; C/idleSj 
Shawls.) 

This kind of difference between One and Many^ in the signification of 
words, is called, in Grammar, Number, and the Article or Adjective is 
said, therefore, to agree with the Noun in Gender and Number. 

The general rule for forming the Plural in all this kind of words, in 
French, is to add an s to the Singular, and, if the Adjective or Adjective 
Pronoun has already undergone a change on account of Gender, then an s is 
added to the Feminine Form, to make the Plural of that Form; thuy, Quel^ 



THIRTIETH LESSON. 



121 



quelle; qu-els, quelle^. There are some exceptions to this rule which occur 
in this Lessoa and afterwards. 

2. Nouns and Adjectives ending in eau form their Phiral by adding an 
X to the Singular : thus, Beau^ heaux^ etc. 

3. The word Monsieui^^ is composed of two words, Mon-sieu7\ My sir. 
In the Plural, hoth words are changed, making Messieurs^ that is. Messieurs, 
My sirs, 

4. The word ZT'^, meaning either A, an or One, makes TT'ne for the Fenai- 
nine. 

5. Tout makes Tons in the Plural. 

6. Nouns and Adjectives ending in 5 do not undergo any change in the 
Plural, 



THIRTIETH LESSON OF THE FIRST COURSE. 

THE FEMININE PLURAL. 
LES. 



THEJf. 

are you wishing ? 
that I may bring. 
I wish, 
that you may bring 

big. 

WHAT. 

the fine, 
flower, flowers. 

what flowers do you bring me ? 
what flowers ? 
I bring you mine. 

YOLTIS. 
MINE. 

department. 

in what department do you live ? 

in the department 

OF THE, 

of the Lower Pyrenees, 
thank you, ladies, 
thank you, misses. 

1 beg your pardon. 
I thank you. 

6 



(Obs, 1.) 

souhaitez-vous ? ♦ (Subj.) 

que j'apporte. • 

je souhaite. 

que vous apportiez. 

grosses. . (Femin. PI. oi grosse,) 

QUELLE, QUELLES, . 

les belles. . -- 
fleur, fleurs. ' 

quelles fleurs m'apportez-vous ? 

quelles fleurs ? 

je vous apporte les miennes. 

LES VOTRES. ^ 

LES MIENNES. , (Fcm. PI. of MIENNE.) 

departement. . 

dans quel departement demeurez- 

vous? 
dans le departement. 

DE3. ^ (PI. of DU, DE LA.) 

des Basses-Pyrenees. > (Obs. 2. ) 

merci, mesdames. - 
merci, mesdemoiselles. 

je vous demande pardon, 
je vous remercie.^ 



122 



FIRST COUKSEr 



TO THE END THAT, THAT, IN ORDER 
THAT . . . 

I may inform, 
you may inform. 

dear. 

my dear cousin, 

the first time, 
the last time. 

holiday, vacation. 

will 3^ou inform the newspaper 

editor of these facts? 
I shall inform the editor of them. 

do you think sometimes of 3^0 ur 
first vacations ? 

yes, I think of them sometimes. 

TO IT, TO THEM. 
OF IT, OF THEM, 

the stockings. 

the tables. 

the stockings of your cousins. 

those of my cousins. 

THOSE. 

the tables of your seamstresses, 
those of your seamstresses. 

THOSE. 

what . . . for. 



pour que,.,] (Subj.) 

j'informe,^ 
vous informiez, 

chere. ^ (Obs. 3.) 

ma chere cousine. . 

la premiere fois. , 
la deruiere fois. , 

vacance. ^ 

informerez-vous le redacteur^ dti 

journal de ces faits ? 
J 'en informerai le redacteur. 

songez-vous quelquefois a vos pre- 
mieres vacances ? 

oui, jy souge quelquefois. 

Y. < 



les ba&. A 

les tables, f 

les bas de vos cousines. t 

ceux de vos cousines. , 

CEux.^ (Masc. PI. of celul) 

les tables de vos couturieres. / 
celles de vos couturieres. , 

CELLES. 



(Femin. PI. of celle,) 



pourquoi. 



THIRTIETH EXERCISE OP THE FIRST COURSE. 

1. Where do you buy your seamstresses' tables ? — What do you 

ask me that for? — I buy them in Syracuse. ^ t?^v-— > ^ ^ 

those of the washerwoman ? — I buy those 0. 
New York. 3. Where will you sup to-nigl 
sin's house. — Indeed ! 4. I beg your pardoi 
gentlemen. 5. Do you bring me the big 



OBSERVATIONS. 

1. Les before tlio Verb is a Pronoun, meaning Them, Phiral of Ze, It. 

2. The Adjective Bas^ Low, makes Basse, in the Feminine. 

8. Adjectives in er change er into ere, for the formation of their Fe- 
minine. 



THIRTY-FIRST LESSON. 



123 



THmTY-FIRST LESSON OF THE FIRST COURSE. 

THE rilPERATIVE. 

otez-vous ? 



do you take away, off? 
I take away. 

to take away. 

I shall take away. 

you will take away. 

you would take away if . . . 

I should take away if. . . 

I was taking away, 
you were taking away. 

by taking away. 

that I may take away, 
that you may take away. 

TAKE AWAY. 

second. 

second time. 

sing this piece for the second time. 

eat 

cut. 

do not teach, 
do not study. 

go. 

do not go. 



jote. 

oter. 
j'oterai. 
vous oterez. 
vous oteriez si . . 
j'oterais si. . . 

j'otais. 
Yous otiez. 

en otant. 

que j'ote. 
que YOus otiez. 



( second, seconds. 
( seconde, secondes. 

seconde fois. 



chantez ce morceau pour la se- 
conde fois. 

mangez. 
coupez. 

n'enseignez pas. 
n'etudiez pas. 

allez. 
n'allez pas. 



(Obs. 1.) 



(Obs. 2.) 



THIRTY-FIRST EXERCISE OF THE FIRST COURSE. 

1. Buy those good tables. — Will you not buy them? 2. Sing 
this fine piece a second time, if you please. — Certainly, if you desire 
it. 3. Why do you regret those ugly playthings ? — I do not re- 
gret them at all. 4. Listen. — Why do you desire me to listen ? 
[that I should listen ?] 5. Break that piece of wood, if you please. 
— Will you not break it for me ? 6. Do not look at that picture. 
7. Do not travel a-foot. 



OBSERVATIONS. 

1. The Imperative is the least perfect of the Modes of the Verb. It is 

made up of fragments of the Indicative and Subjunctive, as to its Form ; 

and, in meaning, it is a distinct Mode, only by reason of ellipsis, or the 

omission of something which might have been said to render the same 



124 



FIRST COURSE. 



meaning more complete. It expresses Command, Earnest Exhortation, or 
Desire, in an abrupt, direct way, from which it takes its name Imperative. 
Chantez cela^ Sma that, is the Imperative way of saying, Je desire que vous 
^hantiez ceta, I desire that you should sing that. In which last case the 
ellipsis is filled and the Verb To sing put in the Subjunctive Mode. 

The Imperative Mode has no variation of Tense-Form, seeming always 
to be in the Present Tense, although the action which it commands must 
take place in the Future. It has no relation whatever to the Past. It has 
no First Person Singular, as one does not command himself. In the First 
Person Plural, as others are joined with the speaker, there maybe a species 
of exhortation addressed to them, so that this Form occurs, as will be shown 
when we come to introduce that Person and Number. 

Each part of the Imperative Mode is regularly the same in Form, as 
the corresponding part of either the Indicative or Subjunctive of the Pre- 
sent Tense, so that the Pupil has no new Forms, but only a new use of 
Forms to learn. The Vous of the Second Person Plural is dropped. This 
Mode is more frequent in French than in English. 

2. The general rule for the formation of the Feminine Adjective is the 
addition of e to the Masculine. 



THIRTY-SECOND LESSON OF THE FIRST COURSE. 

THE PERFECT TENSE (wiTH Uve,) 



FALLEN. 



fell you ? did you fall ? [have you 
fallen?] 



I fell, I did fall. [I hare fallen.] 

the snare, 
the ditch. 
I fell into a ditch. 

arrived. 
I arrived. 

HOW LONG SINCE? 

did you arrive ? 

SINCE. 

two. 

two days since, two days ago. 



DID you ARRIVE ? 

I arrrTed. 



TOMBE. 

etes-vous tombe ? 



(Obs. 1. 



Sjpeakmg to a man^ and a man 
replying : 

je suis tombe. (Obs. 1.) 

le piege. 
le fosse, 
je suis tomb^ dans un fosse. 

arrive. 

je suis arrive. 

depuis quand? 

etes-vous arrive ? (Obs. 2.) 

depuis. 

deux. 

depuis deux jours. 

Speaking to a woman, and a wo- 
inan replying : 

feTES-VOUS ARRIVEE? 

je suis arriv^e. 



. . .ago; there is. . 

three. 

minutes. 

three minutes ago. 

DID TOU FALL? 

did you arrive ? 



DID YOU ARRIVE? 

did you fall ? 



THIRTY-SECOND LESSON. 125 

il y «. . . 

trois. 

minutes. 

il y a trois minutes. 

Speahmg to more men than one : 

ETES-VOrS TOMBES ? 

etes-Yous arrives ? (Obs. 3.) 

Sjpeaking to more women tlian 
one : 

ETES-VOUS ARRIVEESf^ 

etes-vous tombees ? 



THIRTY-SECOND EXERCISE OF THE FIRST COURSE. 

1. Where did you fall ?— I fell in the ditch. 2. How long since 
did you arrive ? — I arrived two days since. 3. Use this fine ink, 
if you please, miss. 4. Did you fall into this snare ? — I fell into 
that snare. 5. How long since did you arrive from Boston, ladies ? 
— I arrived two minutes ago. — And you, madam, how long since 
did you arrive ? 



OBSEKVATIONS. 

1. This 13 a very important Lesson to be attended to by the Student of 
French, as it exhibits some striking features of the Language. It will be 
seen that, in the formation of the Compound or Perfect Tense-Forms of the 
Verbs contained in this Lesson, there are two great peculiarities. In the 
first place a different Auxiliary Verb is used to signify Tiave, from the word 
generally used with that meaning ; thus, Je suis, I have, and Vous etes, You 
HAVE, — instead of J'ai and Vous avez, which will be regularly introduced 
hereatler. In the second place, the Perfect Participle changes according 
to the Sex or Gender, and, again, according to the Number of the Subject 
spoken of. Thus, Je suis torribe^ I fell, if a man is speaking, and Je suis 
tonibee^ I fell, if a woman speaks. So, Etes-vous tonibe? Did you fall ? if 
you speak to one man or boy (or male person), and Etes-mus tomles f Dro 
TOU FALL ? if you spcak to more than one such person ; and again, Etes-xous 
tombee ? Did you fall ? if you address one female, and Etes-vous tombees f 
Dro YOU FALL ? if you address more than one. That is, an e is added to the 
Participle which enters into the composition of the Tense-Form for the 
Feminine Gender, and an s for the Plural Number of the Subject spoken 
of, or, as it is called, the Subject of the Verb, or the Subject of the Sen- 
tence. This fact is expressed by saying that the Participle of the Com- 
pound Tense-Fonns agrees with the Subject in Gender and Number. 



126 



FIRST COURSE. 



2. Etes and suis^ before tlie Participle, in a Compound Tense-Form, 
indicate that the action was performed at a past time. 

8. The answers to these questions, in which the Participle terminates 
in the same manner, cannot be given here, because the French Pronoun 
for We and the corresponding Form of the Veri have not been introduced. 



THIRTY-THIRD LESSON OF THE FIRST COURSE. 

PERFECT TENSE, WITH kre (CONTINUED.) 





( entre. 




entered. 


J entree, 
j entres. 
( entrees. 




did you enter ? 


etes-vous entre ? 




did I enter ? 


suis-je entre? 




did I [have I?] 


suis-je? 




at my aunt's. 


chez ma tante. 




aunt. 


tante. 




niece. 


niece. 




at your niece's. 


chez votre niece. 




SUCH, MRS. SO-AND-SO. 


TELLE, UNE TELLE. (Fcmin. 


of TEL.) 


at Mrs. So-and-so's. 


chez une telle. 




gone. 


alle, allee; alles, allees. 




did you go ? 
I went. 


etes-vous alle ? 
je suis alle. 




what o'clock ? 


quelle heure ? 




at what o'clock 1 


a quelle heure ? 




four. 


quatre. 
cinq. 




at four o'clock. 


a quatre heures. 




at &ve o'clock. 


a cinq heures. 




to have entered. 


etre entre [ee, es, ees.] 




for having entered. 


pour etre entre. 




Sophia. 
Mary. 
Mistress Mary. 


Sophie. 
Marie, 
madame Marie. 




Miss Sophia. 


mademoiselle Sophie. 




shall I have entered ? 


serai-je entr6 ? 




you will have entered. 


vous serez entr^. 




YESTERDAY. 


hier. 




yesterday night, 
yesterday morning. 


hier soir. 
hier matin. 





THIRTY-THIRD LESSON. 



I should have entered if. . . 
you would have entered if. . 

AXOTHEE TIME, ONCE MORE. 

you had entered. 
I had entered. 

"VTHAT A . . • 

mass, 

what a gathering [mass] of men, 
women, and children I 

to expose. 

why do you expose me to danger? 

why do you expose me to it I 
you expose me to it yourself. 

ME TO IT. 
YOU TO IT. 

I do not expose you to it, I think. 

ME OF IT. 
YOU OF IT. 

I speak to you of tha'; affair. 

without ceremony. 

I speak to you of it. 
you speak to me of it 



127 
(Obs. 3.) 

(Obs. 1.) 



je serais entre si. . . 
Yous seriez entre si . . . 

encore tine fois. 

YOUS etiez entre. 
j'etais entre. 

QUELLE . , . 

masse. 

quelle masse dTiommes, de fem- 
mes, et d'enfants! 

exposer. 

pourquoi m^exposez-YOUs au dan- 
ger? 
pourquoi m'y exposez-YOus ? 
YOUS m'y exposez Yous-meme. 

m'y. 

V0U3 T. 

je ne yous y expose pas, je pense, 
h'en. . . 

YOUS EX. .. 

je YOUS parle d^ eette affaire. 

sans ceremonie. 

je YOUS en parle. 
YOUS m'en parlez. 



THIRTY-THIRD EXERCISE OF THE FIRST COURSE. 

1. Did you go to my niece^s house yesterday, Mary ? — Xo, So- 
phia, I did not go yesterday. 2. You expose me to the bad weather 
for nothing, — I do not expose you to it for nothing. 3. Would 
you have entered there if I had entered myself? — Xo, cer- 
tainly, Mary. 4. At what o'clock did you go to Miss Sophia's 
house ? — I went to Miss Sophia's house at four o'clock. 5. What 
a mass of children, women, and men! Look, look! 6. You speak 
of those arrangements without ceremony, — I speak of them with- 
out ceremony, 

OBSERVATIOXS. 
1. Je 8UIS means, or must be translated, as it is used here, by I haye 
and Vou^ etes by You ha ye. They are not the common word for Haye, but 
tliis will cause no difficulty, as that word has not yet been introduced. So, 
Je serai, I shall haye ; Vous serez, You will haye ; Je serais, I should 
QAYE ; Vqus seriez, Tou would have \ J'^etais, I had ; Vous etiez, You had. 



128 



FJRST COURSE. 



In the next place, it is to be most particularly observed that the French 
people say what meana literally / have fallen^ I Jiave entered^ etc, when 
they mean preciseiy what we express by I fell^ I entered^ etc. A French- 
man partially familiar with the English Language says, for example, ITiave 
hoiigJht a Tiat yesterday^ translating the idiom of his own Language into Eng- 
lish. Strange as this seems, the Student must learn to use that method of 
expression, or to imitate him in this particular, when he speaks his Lan- 
guage, in order not to seem equally uncouth to him. Hence, for I fell, 
we must &ay, Je suis tombe ; for I entered, Je suis entre^ etc. 

A Tense-Form made up of two or more words, in this way, is called 
a Compound Tense-Form, and those made of one word, are called 
Simple. The first of these parts {suis) is called the Auxiliary, or Auxiliary 
Verb. The latter part {tombe) is what is called the Past, or sometimes the 
Perfect, Participle. This Participle is also used separately, that is, out of 
this combination in the Compound Tense-Forms of the Verb. It will be 
introduced in that sense elsewhere. 



THIRTY-FOURTH LESSON OF THE FIRST COURSE. 

FIRST CATEGORY OF REFLECTIVE VERBS. 

JE ME COUPE LE DOIGT. (Obs. L) 

le doigt. 

VOUS VOUS COUPEZ LE PETIT DOIGT. 



I CUT, AM CUTTING, MY FINGER. 

the finger. 



YOU CUT YOUR LITTLE FINGER. 

the little finger. 

I wash, am washing, my hand. 

the hand. 

you wash your hands. 

the hands. 

are you washing your hands ? 
are you cutting your hands ? 

am I cutting my hand ? 
am I washing my hands ? 

for cutting my hand, 
for paring your nails. 
the nail, the nails. 

I will pare my nails, 
shall I pare my nails ? 

you will pare your nails, 
will you pare your nails ? 

the head. 

I wet, am wetting, my head, 
do you wet it ? [yours.] 
you wet it, [yours.] 



le petit doigt. 

je me lave la main. (Obs. 1.) 

la main. 

VOUS VOUS lavez les mains. 

les mains. 

VOUS lavez- VOUS les mains ? (Obs. 1.) 
VOUS coupez-vous les mains ? 

est-ce que je me coupe la main? 
est-ce que je me lave les mains? 

pour me couper la main. (Obs. 1.) 
pour VOUS rogner les ongles. 
i'ongle, les ongles. 

je me rognerai les ongles. 

me rognerai-je les ongles ? (Obs. 1.) 

VOUS VOUS rognerez les ongles. 
VOUS rognerez-vous les ongles ? 

la tete. (Obs. 2.) 

je me mouille la t^te. 
VOUS la mouillez-vous ? 
vous VOUS la mouillez, . 



I'fliRTY-FOURTH LESSON. 



129 



I wet it [mine]. (Obs. 3.) 

do you wet your head ? 

for cutting it [mine]* 
for paring them [yours]* 

shall I pare them ? 
I shall pare them. 

will you pare them ? 
you will pare them. 

the beard, 
the chin. 

1 do not cut my hand. 
I do not cut it. 

I do not cut my finger. 
I do not cut it. 

an apple. 

a IS^ormandy apple. 

Normandy. 

I do not cut my hands nor my 

fingers. 
I do not cut them. 

you do not cut them, 
you do not cut it. 
you do not cut it. 

will you not cut them ? 
will you not cut it ? 
will you not cut it? 

isTormandy, an ancient province of 
France. 

the province. 



before dining. 

a peach, 
a pear. 

a pine-apple. 

not to wet my finger, 
not to wet my fingers. 

not to cut your hand, 
not to cut your hands. 

not to wet it. 
not to wet it. 
not to wet them. 

John. 

John the Baptist 
6* 



je me la mouille. 

vous mouillez-vous la tete ? 

pour me la couper. 
pour vous les rogner. 

me les rognerai-je ? 
je me les rognerai. 

vous les rognerez-vous ? 
vous vous les rognerez. 

la barbe. 
le menton. 

je ne me coupe pas la main» 
je ne me la coupe pas. 

je ne me coupe pas le doigt* 
je ne me le coupe pas. 

une pomme. 

une pomme de Normandie* 

Normandie. 

je ne me coupe ni les mains ni les 

doigts. 
je ne me les coupe pas. 

vous ne vous les coupez pas. 
vous ne vous la coupez pas. 
vous ne vous le coupez pas. 

ne vous les coup erez- vous pas ? 
ne vous la couperez-vous pas ? 
ne vous le couperez-vous pas ? 

la Normandie, ancienne province 
de France. 

la province. 

avant de. Q^) 

avant de diner. 

une peche. 
une poire. 

un ananas. 

pour ne pas me mouiller le doigt. 
pour ne pas me mouiller les doigts* 

pour ne pas vous couper la main, 
pour ne pas vous couper les mains. 

pour ne pas vous le mouiller. 
pour ne pas vous la mouiller. 
pour ne pas vous les mouiller* 

Jean. 
Jean-Baptiste. 



130 FIRST COURSE. 

THIRTY-FOURTH EXERCISE OP THE FIRST COURSE. 

1. Why are you cutting your finger ? — I do not cut it, Mary. 
2. Will you wet your head to wash it? 3. Why do you strike 
your head on the floor ? — I do not strike it on the floor, John. 4. 
Are you not counting my fingers ? — I am counting them. 5. Will 
you not clean your hands very soon ? — ^Will you not clean them 
before dining? — Certainly, Sir, I will clean them before dining. 
Why not? 



OBSEEVATIONS. 

1. Where the action performed by the Subject of the Verb returns upon 
the Subject, as when one acts in some way upon himself, the Verb is said to 
be a Eeflective Verb (Verie Eeflechi). This is also sometimes called the 
Pronominal Construction of the Verb. In English, the Possessive Pronoun 
accompanying the Verb in such a case, generally, has the addition of the 
word Self, as I cut myself. You cut youeself, etc. The French have the 
word Meme^ meaning the same as Self, in English, but do not use it in 
such cases. The Eeflective Pronouns are, therefore, simply Me, Vous. 
The Eeflective Form of the sentence is far more frequently used in 
French than in English, as will appear in this and the following Lessons. 

The literal translation of the first phrase in this Lesson is, I me cut teib 
FINGER, or I (to) me CUT THE FINGER, meaning I CUT MY FINGER, ctc. The 
examples given here of the Eeflective Verbs show the Subject acting upon 
some part of his own body, the name of which is then preceded by the Ar- 
ticle instead of the Possessive Pronoun, which would ^ occur in English, 
where the Eeflective Form is not used in such a case. 

To present a complete view of the Subject, we divide the uses of the 
Eeflective Verb into a succession of distinct Categories. 

The First Category, and the one illustrated in this Lesson, is that where- 
in the French use the Eeflective Pronominal, when we employ the Posses- 
sive Pronominal, locution. 

2. All Nouns introduced hereafter, the G-ender of which is not deter- 
mined by the Sex, will be followed by the Letters (Fern.) unless they are 
accompanied by the Article La, or an Adjective which indicates the 
Gender. All Nouns, not so signalized, may be safely understood to bo 
Masculine. The Plural Feminine will have the Letters (PI. Fem.) unless 
the Gender has been previously given in the Singular. 

3. The matter, in the Lessons and Exercises, placed between Brackets, 
thus, [ ], is merely explanatory either of what the preceding phrase 
means, or of the way in which it should be made to read in the translation 
into the other Language. It is not to be, itself, translated. 



THIRTT-FIFTH LESSON. 



131 



THIRTY-FIFTH LESSON OF THE FIRST COURSE, 

REFLECTIVE VERB (CONTINUED.) 



are you going there I 

are you going [there, thither] ? 

I am going [thither]. 

did you go there ? 
I went there. 

a hair ; the hair. 

to pull out. 

would you pull out y' our hair if I 
should pull out mine 1 

I was pulling them out. 
were you not pulling o-nt my 
hair? 

would you not pull out my hair 

if. . .? 
would you not pull it out if. . . f 



allez-vous la f 
y allez-vous I 
j'y ^ais. 

etes-vous alle la f 
j'y suis alle. 

un cheveu J les ch evens. 

arracher. 

vous arracheriez-vous les cheveux 
si je me les arrachais? 

je me les arrachais. 
n« m'arrachiez-Yous pas les che- 
veux? 

ne m'arracheriez-vous pas les che- 
veux si . . . ? 
ne me les arracheriez-vous pas 

si...? 



would you pull out mine if . . . ? 
I would pull out yours if. . . 


m^arracheriez-Tous les i 
je vous arracherais 
si. . . 


Baienssi. . .? 

les votres 

(Obs. 1.) 


six. 

the sixth. 




six. 

le sixieme. 






sou. 

shilling, 

chocolate. 




sou. 

schelling, 

chocolat 






piaster, dollar. 




piastre. 




(Fern.) 


what a question] 
what questions 1 




quelle question 1 
quelles questions'! 






do you doubt f 
I doubt. 




doutez-vous? 
je doute. 




<Subj.) 


cup. 




tasse. 




(Fem.) 


THIS, THAT. 




CETTE, CETTE. . . CI 


; C^TTE. . . LA. 


this cup. 
that question. 




cette tasse-ci. 
cette question-la. 






I doubt your preferring 
chocolate. 


coffee to 


je doute que vous 
au chocolat. 


preferiez le cafe 


to close, to shut 




fermer. 






close your mouth, 
close it. 




fermez la bouche. 
fermez-la. 




(Obs. 2.) 


shut your mouth, 
shut it. 




fermez-vous la bouche. 
fermez-la- vous. 





132 



FIRST COl/RSE. 



cut my hand, 
cut it [mine]. 

do not cut your hand, 
do not cut it. 

do not cut it. 
do not cut them. 

the ear, the ears. 

I am piercing my ear. 
you are piercing your ears. 



coupez-moi la main. (Obs. 2.) 

coupez4a-moi. 

ne vous coupez pas la main, 
ne vous la coupez pas. 

ne me la coupez pas. 

ne me les coupez pas. (Obs. 2.) 

Toreille, les oreilles. 

je me perce Toreille. (Obs. B.) 

vous vous percez les oreilles. 



THIRTY-FIFTH EXERCISE OF THE FIRST COURSE. 

1. You prefer, I believe, coffee to chocolate? — I do not prefer 
it, indeed. 2. Would you pull out my hair, Napoleon, if I pulled 
out yours ? — No, Sir, I would not pull out yours. 8. Would you 
have gone to Montreal without me ? — I would not have gone [thi- 
ther] without you. 4. You are spending all I earn. — I spend 
six sous every day. — For what ? — For my coffee. — I thought you 
spent six shillings every day. Yery well, very well. 5. Are you 
speaking in earnest, Mary? — I do speak in earnest, Sophia. — 
What is that for, if you please? 6. Will you not pierce my ears^ 
Sophia ? — Shall I pierce them now ? — Yes, pierce them directly. 



OBSERVATIONS. 

1. The Pronouns, Le mien, Le votre, etc, are also used with this Pro- 
nominal construction of the French Yerb. 

2. With the Imperative of the Reflective Verbs, the Pronouns are 
placed, as the general rule, after the Verb instead of being placed lefoi^e 
it, as in the other Tenses. There are some exceptions, however, which 
need particular attention. 

This subject may be considered under three different heads : 

First, the Imperative, used afl5rmatively with a Noun expressed ; 

Second, used affirmatively with the Pronouns Le, La, Les, representing 
a Noun not expressed ; 

Third, negatively used, either with the Noun, or with the Pronouns Le, 
La, Les, 

I. If the Imperative is used affirmatively with a Noun expressed, as, 
Fermez-vous la boicche ? Shut your mouth (which, by the by, must not bo 
confounded with the same form, meaning, Do you shut your mouth ?) the 
Reflective Pronoim which always goes with the Verb must be placed 
directly after the Verb, as usual, and the Noun after it. 



■rHlRTir-FII'TH LESSON. 183 

tt. If the Pronoun Z^, La, Zes, is substituted for the Noun, this new 
Pronoun comes also after the Verb and before the Eeflective Pronoun : 
Ckmpez-vous la main, Coupez-^i, a-yovs, and not yotts-la. 

m. If the Negatives be introduced, the whole arrangement of the Pro- 
nouns is reversed. The Eeflective Pronoun is placed before the Verb : JVe 
voys coupez pas la main ; -when coupled with Le, La, Les, this last-named 
Pronoun still sticks close to the Verb, but in a reversed position : Ne voits 
le {la, les,) coupez pas, and not, Ne le vous, etc. In other words, with the 
Negatives, no inversion of the usual order, followed in the Indicative 
and Subjunctive Modes, takes place in the Imperative. 

Let us resume the different Kules given above in the fallowing exam- 
ples : 

I. Mouillez-^'o^^ le doigt, la main, I'ongle, les mains, etc. 

n. '^iomWQz-U-'vous, etc. 
Mouillez-^-^;(?w5, etc. 
MouiIlez-^s-?;(ms, etc. 

in. Ne vous mouillez pas le doigt, la main, I'ongle, les mains, etc. 
Ne vous le mouillez pas. 
Ne vous la mouillez pas. 
Ne vous les mouillez pas. 

3. Now that the Eeflective or Pronominal Verb has been shown in all 
its Simple Tense-I'orms, we will present the matter anew in tabular 
forms. It may be considered under four different aspects : i. AfBjmativ© \ 
n. Negative ; in. Interrogative ; iv. Negative Interrogative. 

I. AFFIRMATIVE. 

Je me mouille le doigt, la main, I'ongle, les ongles, etc. 
Vous vous mouillez le doigt, etc. 

Je me mouillais le doigt, etc. 
Vous vous mouilliez le doigt, etc. 
Je me mouillerai le doigt, etc. 
Vous vous mouillerez le doigt, etc. 
Je me mouillerais le doigt, etc. 
Vous vous mouilleriez le doigt, etc. 
Que je me mouille le doigt, etc. 
Que vous vous mouilliez le doigt, etc. 
Pour me mouiller, etc. 
Pour vous mouiller, etc. 
£n me mouillant, etc. 
En vous mouillant, etc. 
Mouillez-moi, etc. 
Mouillez-vous, etc. 



1S4 FIRST COURSE. 

WITH THE PRONOUNS X^, LOb^ LCS, 

Je me le (la, les,) mouille. 
Vous vous le (la, les,) mouillez. 
And so on with all the Tenses, except the Imperative. (Obs. 2.) 

n. NEGATIVE. 

Je ne me mouille pas le doigt, la main, Pongle, les mains, etc, 

Vous ne vous mouillez pas le doigt, etc. 
And so on with the remaining Tenses, the Imperative itself not ex- 
cepted. 

WITH THE PRONOUNS Z^, Za, LeS* 

Jo ne me le (la, les,) mouille pas. 
Vous ne vous le (la, les,) mouillez pas. 
And so with all the Modes and Tenses, the Imperative not excepted. 

III. INTERROGATIVE. 

Est-ce que je me mouille le doigt, la main, Pongle, les ongles, etc. ? 
Vous mouillez-vous le doigt, etc. ? 
Me mouillais-je, etc. ? 
And so with the Future and the Conditional. 

WITH THE PRONOUNS Zs, La^ Le$* 
Est-ce que je me le (la, les,) mouille 2 
Vous le (la, les,) mouiilez-vous ! 
Me le (la, les,) mouillais-je ? 
Vous le (la, les,) mouilliez-vous 3 

And so on, as above. 

IV. NEGATIVE INTERROGATIVE, 

Est-ce que je ne me mouille pas le doigt, etc. ? 

Est-ce que je ne me le mouille pas ? 

Ne vous mouillez-vous pas le doigt, etc. ? 

No vous le (la, les,) mouillez-vous pas ? 

Ne me mouillais-je pas le doigt, etc. ? 

Ne me le (la, les,) mouillais-je pas? 

Ne vous mouillez-vous pas le doigt, etc. ? 

Ne vous le (la, les,) mouilliez-vous pas ? 

Again: 

I. The place of the Pronouns, in the AfiEirmative, is the same for all the 
Modes and Tenses, except the Imperative ; 

II. In the Negative, it is the same for all the Modes and Tenses without 
exccp'-ion ; 

III. The Interrogative Form is limited to the Tenses of the Indicative 
and Conditional, as is also, iv. The Negative Interrogative. 



THIRTY-SIXTH LESSON. 



135 



THIRTY-SIXTH LESSON OF THE FIRST COURSE. 

THE PLACE OF ADJECTIVES. 

grand, grande, grandes. 
at that great _lady*s. 



at those great ladies' house, houses. 

will you go to these ladies' houses ? 
will you go to-night ? 

would you go ? 

this afternoon. 

last night, this night. 

at, to the ball. 
at, to market. 

without a hat 

without a shoe. 

I wish you good day, morning. 
I wish, bid you good evening. 

am I going to go to market? 

ALONE. 

all alone, by myself. 

am I going to go [there] all alone ? 

to remain, to stay. 

A LONG TIME, LONG. 

to knock me, to knock myself, 
the arm. 

do you deny ? 
I deny. 

that you knock your arm. 

I do not deny that I knock my 

arm. 
this wicked little girl, 
these wicked little girls, 

Sault St. Mary. 

in a bark canoe. 

heavy, 
burden, load, 

charming. 

I like this charming young man. 
charming person. 

shoulder. 



chez cette grande dame, 
chez ces grandes dames. 

irez-Yous chez ces dames ? 



irez-Yous ce soir ? (Obs. 


!•) 


iriez-YOus ? (Obs. 


1-) 


cette apres-midi. 
cette nuit. 




au bal. 
au marche. 




sans chapeau. (Obs. 


2.) 


sans Soulier. 




je Yous souhaite le bonjour. 
je YOUS souhaite le bon soir. 




Yais-je aller au marche ? 




SEULE. (Fem. of seul.) 


toute seule. 

Yais-je y aller toute seule? 




rester. 




longtemps. 





me cogner. 
le bras. 



(Subj.) 



niez-YOUs ? 
je nie. 

que YOus yous cogniez le bras, 
je ne nie point que je me cogne 

le bras, 
cette mechante petite fiUe. 
ces mechantes petites filles. 

Sault-Sainte-Marie, 

en canot d'ecorce. 

lourd, lourde, lourdes. 
charge, 

( charmant, charmants ; 
\ charmante, charmantes. 

j'aime ce charmant jeune homme. 
charmante personne. 

epaule. (Fern.) 



(Fem.) 



186 FIRST cotmsE. 



LEBT. 

right. 

the left hand 
the right hand. 

the thumb of the right hand, 
the forefinger of the left hand. 

WHICH ? 

thumb, 
forefinger, index 

a thousand pardons. 

I ask you a thousand pardons. 

I present you my apologies. 



GAUOHE. (Obs. 3*) 

droit, droite. 

la main gauche, 
la main droite. 

le pouce de la main droite. 
TindeX de la main gauche. 

LAQUELLE ? 

pouce. 
index. 

mille excuses. 

je vous demande mille excuses. 

je vous presente mes excuses* 



THIRTY-SIXTH Ei^ERCISE OF THE FIRST COURSE. 

1. Will you go to market without a hat ? — I will not go with- 
out a hat. 2. Are you knocking your right hand ?-^'Which one ?— 
The right or the left one ? 3. Do you desire me to visit [that I 
should visit] this charming person? — I desire you to visit this 
charming young man. 4. Will you remain long in that depart- 
ment?— I shall not remain there long. 5. Do you deny that I 
carry this heavy load on my shoulders? — I do not deny "that you 
may carry it on your shoulders. 6. I bid you good day, Miss 
Mary.— I bid you good evening, Mr. Napoleon. — Good day, good 
nif2;ht. 



OBSERVATIONS. 

1. Irez-vous and not Yirez^voiis ; y is not used before the Future nor 
Conditional of Mlei\ To go. 

2. Sometimes the Preposition is followed, in French, by the Noun with- 
out an Article, when there is one, in English. 

3. There are three different usages with regard to the position of the 
Adjectives, in French : 

I. The Adjectives go before the Noun, as in English. Those which 
usually occupy this position have now been introduced in the preceding 
Lessons. 

II. French Adjectives (except those heretofore introduced) generally 
come after the Noun, as Un Twmme illustre, An illustrious man. 

III. In particular styles or circumstances, the usual place of the Adjec- 
tive may be changed. 



THIRTY-SEVENTH LESSON. 



137 



THIRTY-SEVENTH LESSON OF THE FIRST COURSE, 

THE COMPOUND TENSES OF THE REFLECTIVE. 



I CUT, DID CUT, MY HAND. 
YOU CUT YOUR HANDS. 

I did warm my arm. 
did I warm my arms ? 

did you warm it ? 
did you warm them ? 

Luke. 
Matthew. 

did you not burn your foot ? 

I did not burn my foot. 

you did not burn your foot. 
did I not burn my feet ? 

whilst warming your foot, 
whilst warming it. 
whilst warming them. 

in the city, 
in the country. 

adieu, farewell. 

Virginia. 

I burnt my hand. 
I burnt it. 

I burnt them, 
you burnt them. 

the foot, 
the arm. 
the elbow, 
the wrist 



JE ME SUI3 COUPE LA MAIN. 

VOUS VOUS ^TES COUPE LES MAINS. 

je me suis chauffe le bras. (Obs. 1.) 
me suis-je chauffe les bras? 

VOUS Tetes^vous chauffe ? 
VOUS les etes-vous chauffes ? 

Luc. 
Mathieu. 

ne VOUS etes-vous pas brule le 

pied ? 
je ne me suis pas brule le pied. 

VOUS ne vous etes pas brule le pied, 
ne me suis-je pas brule les pieds? 

en VOUS chauffant le pied, 
en VOUS le chauffant. 
en VOUS les chauffant. 

en ville. 

a la campagne. 

adieu. 

Virginie. 

je me suis brule la main. 

je me la suis brtilee. (Obs. 2.) 

je me les suis brulees. 
VOUS VOUS les etes brulees. 

le pied, 
le bras, 
le coude. 
le poignet. 



THIRTY-SEVENTH EXERCISE OF THE FIRST COURSE. 

1. Did you fall on the floor as you entered [on entering] ? — Yes, 
I fell on the floor as I entered. 2. Did you hit your shoulder in 
falling, Mr. Matthew? — I did hit it, in fact. 3. Did you remain 
long in the country, Mr. Luke ? — I remained [there] but one day. 
4. How is that? Did you cut your hand in washing it ? — I cut my 
two hands in washing them. 5. Did you wash your hands before 
supper ? — I did wash them, Mr. Matthew. 6. Did you wash them 
well [well wash] ? — I washed them very well, Sir. 



138 FIRST COURSE. 

OBSERVATIONS. 
1. In relation to tho Eeflective Verbs there is a greater deviation be- 
tween the idioms of the two Languages and a greater accumulation of dif- 
ficulties to be overcome, in learning French, for those whose mother tongue 
is English, than at any other point. Hence we have bestowed particular 
attention upon the subject. The difQ.culties are three : 

I. Th^ Auxiliary Verbs Je suisy Voics eteSj meaning I have, You have, 
etc., are not, as already observed, the ordinary word for Have. 

II. The second difficulty is also one already noticed, namely, that the 
French say, 2 have done^ so and sOj when we say, Idid^ so and so. 

III. The third is that they frequently use the Kefiective Form of the 
Verb (that is, introduce the Me and Vbus, before the Verb, meaning Myself 
and Yourself), when no need of them is felt in English. 

As the result of all these peculiarities they say, Je me suis coupe le doigt^ 
meaning I cut my [the] finger. If the Learner can accustom himself to 
this seemingly strange departure from the idiom of his own Language, he 
need not fear that he will not entirely conquer all the obstacles of the 
French. He will meet with nothing else offering so much difficulty. 

The following view of the mode of expressing Ihave, Iliad, I did, etc., 
6y the Eefiective Form, in French, will be of great service : 

indicative. 
Je me serai. . . I shall have, . . 

Vous vous serez. . , You will have. . . 



Je me serais. • . 
Vous vous seriez... 




I should have. . . 
You would have. . • 




Je m'etais. . . 
Vous vous etiez. . . 




I had,.. 
You had. , • 




Si je m'etais. . . 

Si vous vous etiez. . . 




If I had. . . 
If you had. .« 




M'etre. . . 
Vous etre. . . 


INFINiriVE. 

To me] having. . . 
To you] having. . . 




Que je me sois. . . 

Que vous vous soyez. . . 


SUBJUNCTIVE. 

That I should have [may bavoj, 
That you should have. . . 


By adding the Participle, 
)und Tense-Forms. 


the Pupil will form for himself all the 


com- 


special 

Je me suis. . . 
Vous vous etes. . . 


CASE 


OF THE INDICATIVE. 
I did. . . 

You did. . . 





Je me suis coup6 lo doigt. I cut [did cut] my finger. 

Vous vous 6te3 coupe le doigt. You cut [did cut] your finger. 

Je mo suis procure. . . I procured [did procure]. . . 

Vous vous etes procure. . . You procured [did procure], . . 



THIRTY-EIGHTH LESSON. 



139 



2. It is a nice point of Frencli Grammar that, in this category of Ee- 
flectives (and whenever the Pronominal locution is followed by a Noun 
expressed), as Je ine &uis coupe la main, the Participle of a Compound 
Tense-Form (Irule) is not changed to agree with the Subject or Nomina- 
tive : it remains the same whether it is a man or woman speaking ; that is, 
no e is added as a sign that the speaker is a female ; and farther than this, 
and still more a nicety, is the fact, that when this Noun is itself repre- 
sented by a Pronoun, Le^ la^ It ; Les^ Them ; the Participle does change, not 
to agree loith the Subject^ but witli tli^ new Pronoun^ which is placed imme- 
diately before tlie Auxiliary Verb ; thus, Je me la suis hruU e, or Je 7ne 
LE3 suis 'brule es. 



THIRTY-EIGHTH LESSON OF THE FIRST COURSE. 

THE VERB Yous 671 alter, Wen alter, 

vers EN ALLEB. 

m'en allee. 



TO GO away. 
TO GO AWAY. 

do you eat something before 
going away? 

I do not eat anything before go- 
ing away. 

are you already going away ? 

Victoria. 

I am not going away yet 

Isabella. 

the day. 
all the day. 

the morning, 
all the morning. 

the afternoon. 

pass the day with me. 
pass it with me. 

the evening. 

the night. 

will you go away? 
you will go away. 

as soon as I [shall], 
as soon as you [will]. 

I shall not go away as soon as 

you [will], 
shall I not go away ? 



mangez-vous quelque chose avant 

de vous en aller ? 
je ne mange rien avant de m'en 

aller. (Obs. 1.) 

vous en allez-vous deja ? 

Victoire. 

je ne m'en vais pas encore. 

Isabelle. 

la journee. (Obs. 2.) 

toute la journee. 

la matinee. (Obs. 2.) 

toute la matinee. 

I'apres-midi. 

passez la journee avec moi. 
passez-la avec moi. 

la soiree. (Obs. 2.) 

la nidt. 

vous en irez-vous? 
vous vous en irez. 

aussitot que moi. 
aussitot que vous. 

je ne m'en irai point aussitot que 

vous. 
ne m'en irai-je point ? 



140 



FIRST COURSE. 



will you enter into my office be- 
fore I go away ? 
I will go in before you go away. 

BEFORE. 

do you apprehend that I may go 
away before you arrive? 

ENOUGH [of J. 

TOO MUCH [of]. 

soap, 
sugar. 

do you send me soap enough ? 
I send you enough of it. 

for the summer, 
for the winter. 

do not send me too much [of it], 
send me some [of it], 
send me a great deal of it. 

I think so, I think it is, I think it 
will be, etc. 

I think not, I do not think so, I 
do not think it is so, etc. 

would you go away if I should ? 
[was going away]. 

STRAIGHT ON. 

I would go away if you were go- 
ing away. 

at, to the hotel. 

at, to the boarding-house. 

will you stay in the boarding- 
house, to-morrow, the whole 
day? 



entrerez-vous dans mon bureau 
avant que je m'en aille? 

j'y entrerai avant que vous vous 
en alliez. 

avant que. (Subj.) 

apprehendez-vous que je m'en aille 
avant que vous arriviez? 

assez de. , , 

trop de, , , 

savon. 
Sucre. 

m'envoyez-vous assez de savon ? 
je vous en envoie assez. 

pour I'ete. 
pour I'hiver. 

ne m'en envoyez pas trop. 

envoyez-m'en. 

envoy ez-m'en beaucoup. (Obs. 3.) 

je pense que oui. 

je pense que non. 

vous en iriez-vous si je m'en al- 
lais? 

tout droit. 

je m'en irais si vous vous en alliez. 

a riiotel. 
a la pension. 

resterez-vous a la pension, demain, 
toutelajournee? 



THIRTY -EIGHTH EXERCISE OF THE FIRST COURSE. 

1. Are you going away already ? — I am not going yet. 2. Will 
you go away as soon as I [will] ? — I will not go away before dining. 
3. Do not send me too much sugar. — I will not send you too much 
of it. 4. Did you wash your two hands before breakfasting ? — Yes, 
Miss Victoria. 5. Are you going [away] straight [on] to your 
boarding-house? — I think I will. 6. Will you not pass the day 
with me, Mary ? — No, but, if you desire it, I will pass the evening. 
7. Will you not dine with mc before [your] going away ? 



THIRTY-NINTH LESSON. 



141 



OBSEEVATIONS. 

1. This Verb ..,En oiler is composed of En (from a place), and of AUer, 
To GO, and means To go away. Take care to have en precede the Verb 
immediately, in these Simple Tenses ; that is, without any intermediate 
word. 

2. The French say. La matinee, and not Ze matin, meaning the whole 
space of time between daylight and noon ; La journee, The whole day- 
time, and not Le jour, The day ; La soiree, The whole evening, and not 
Le soir. The evening. For instance, you should say : OU passerez-vous la 
matinee, la journee, la soiree, etc., and notZe matm, le jour, le soirf To 
say, Je passerai le matin chez vous, would mean that, in the course of the 
morning, I will pass hy {call at) your house, A similar difference exists be- 
tween Annee and An, A yeak. 

3. Assez de.„, Trop de,,,, Beaucoup de,,., Feu de,.., take the De, when 
followed by a Substantive. If the Pronoun En stands for the Substantive, 
the De is suppressed of course : M'' envoyez-vous assez de savan f with the 
Substantive : J/'en envoyez-vous assez f without the Substantive. 



THIRTY-NINTH LESSON OF THE FIRST COURSE. 

COMPOUND TENSES OF REFLECTIVE VERBS (CONTINUED.) 



after having washed your head, 
after having washed my hands. 



after having washed your head, 

will you wipe it off? 
shall you wipe off your head 

after having washed it? 

shall you dry your hands after 
having washed them ? 

AS USUAL. 
TOGETHER. 

come np to my place as soon as 
you shall have cleaned your 
teeth. 

I shall go up [there] as soon as . . . 

X shall have cleaned my teeth. 

1 shall have cleaned them. 

tooth, teeth. 

f pray you, pray, 
pray. 



apres vous etre lave la tete. 
apres m'etre lave les mains. 

apres, 

apres vous etre lave ia tete, vous 

I'essuierez-vous ? 
vous essuierez-vous la tete apres 

vous I'etre lavee ? 

vous secherez-vous les mains apres 
vous les etre lavees ? 

comme d Vordinaire, 

ensemble. 

montez chez moi des que vous 
vous serez nettoye les dents. 

j'y monterai des que. . , 
je me serai nettoye les dents, 
je me les serai nettoyees. 

dent, dents. (Fern.) 

I je vous prie. 
I je vous eu prie. 



142 



FIRST COURSE. 



MORE [of} 
LESS [of]. 
SO MUCH [of]. 

meat, 
pea. 

pray, eat less meat. 

more peas. 

do not eat so much meat. 

I eat less of it. 

I do not eat so much of it. 

you would already have cleaned 
your teeth if. . . 

to procure. 

to procure for yourself. 

to procure for myself. 

you had [for yourself] procured 
a brush. 

a brush. 

I would certainly have cleaned 
my teeth, if I had procured a 
brush. 

on Sundays. 

on Sunday. 

will you go to church on Sunday ? 

on Sunday evening. 

do you go to church on Sundays ? 

will you take away my brush be- 
fox^e I have cleaned my teeth ? 

I will not take it away from you 
before you have cleaned your 
teeth. 

that I have [to, for myself], 
that you have [to, for yourself]. 



(Fem.) 



plus de. , . 

Dioins de. . . 

tant de. . , 

viande. 
pois. 

je vous en prie, mangez moins de 

viande. 
plus de pois. 

ne mangez pas tant de viande. 
j'en mange moins. 
je n'en mange pas tant. 

vous vous seriez deja nettoye les 
dents si . . . 

procurer, 
vous procurer, 
me procurer. 

vous vous etiez procure une brosse. 

une brosse. 

je me serais bien nettoye les dents 
si je m'etais procure une brosse. 

le dimanche. 

dimanche. 

irez-vous a I'eglise dimanche ? 

dimanche soir ; dimanche au soir. 

allez-vous a I'eglise le dimanche ? 

m'oterez-vous ma brosse avant que 
je me sois nettoye les dents ? 

je ne vous Toterai pas avant que 
vous vous soyez nettoye les 
dents. 

que je me sois. . . 

que vous vous so3'ez. . . 



THIRTY-NINTH EXERCISE OP THE FIRST COURSE. 

1. Procure me a brush, if you please. — "What for ? — To clean 
my teeth. 2. Pray, eat less meat and more bread. — I eat very 
little meat and less bread. 8. Do you cat together at the hotel ? — 
No, of course. 4. Do you never go to church on Sundays ? — I beg 
your pardon, I always go [there]. 5. Did you procure yourself a 
brush to clean your teeth ? — I cleaned my teeth without a brush. 



FOKTIETII LESSON. 



143 



FORTIETH LESSON OF THE FIRST COURSE. 

THE PABTITIVE PABTICLES. 

some, any bread. 

do you eat [any] bread? 
at your breakfast. 
I eat [of] it. 

OF IT, SOME, SOME OF IT, ANY OF IT, 
SOME, ANY, 



do you prefer cold chocolate ? 
I prefer hot coffee. 

cold, 
warm. 

cold tea. 
warm wine. 

do you prefer some warm ? 
I prefer some cold. 

money. 

do you find some ? 

do you find money? 

do you find some in the bureau ? 

ink. 

black. 

do you pour [out] black ink ? 
in the bottle. 
to pour. 

SOME, ANY. 

what do you fish for ? 

in this brook. 

I am fishing for trout. 

SOME, ANY. 

trout. 

do you eat fresh trout ? 

fresh. 

do you eat some fresh ? 
I eat some fresh. 

a pupil, 
a lesson. 

do you kill fat sheep ? 
I kill poor cows. 

I buy fat cows. 

do you buy poor sheep ? 



du pain. 

mangez-vous du pain ? 
a votre dejeuner, 
j'en mange. 

EN, 



(Obs. 1.) 

DU. (Obs. 1.) 

pr^f^rez-vous du chocolat froid? 
je prefere du cafe chaud. 

froid, froide. 
chaud, chaude. 

du the froid. (Obs. 2.) 

du vin chaud. 

en prefere z-vous du chaud ? 

j'en prefere du froid. (Obs. 2.) 

de I'argent. 

en trouvez-vous ? 

trouvez-vous de I'argent ? 

en trouvez-vous dans le bureau ? 

de Tencre. 

noir, noire. 

versez-vous de Tencre noire ? 

dans la bouteille. 

verser. 

DE L* (Obs. 1.) 

que pechez-vous ? 
dans ce ruisseau. 
je peche de la truite. 

DE LA. (Obs. 1.) 

truite. 

mangez-vous de la truite fraiche f 

frais, fraiche. 

en mangez-vous de la fraiche ? 
j'en mange de la fraiche. (Obs. 2.) 

un eleve. 
une le^on. 

tuez-vous des mo.utons gras ? 
je tue des vaches maigres. 

j'achete des vaches grasses, 
achetez-vous des moutons maigres f 



lU 



FIRST COURSE. 



sheep, 
cow, 

poor, thin, 
fat. 

butcher. 

SOME, ANY, 

some pupils, 
some lessons. 

good cakes, 
good peaches, 

excellent apples, 
give me good apples. 

coarse cloth. 

do you keep coarse cloth in your 
store ? 

coarse linen. 

very good cheese. 

SOME, ANY. 

cake, cakes. 
peach, peaches, 

store, 
cheese. 



mouton. 
vache. 

maigre. 



boucher. 

DEs. (before Plural Nouns.) 

des eleves. 
des lemons. 

de bons gateaux, 
de bonnes peches. 

d'excellentes pommes. 
donnez-moi de bonnes pommes. 

de gros drap. 

gardez-vous de gros drap dans 
votre magasin ? 

de grosse toile. 

de tres bon fromage. (Obs. 1.) 

DE, d' (before an A(^ective.) 

gateau, gateaux. 

peche, peches. (Fern.) 

magasin. 
fromage. 



FORTIETH EXERCISE OF THE FIRST COURSE. 

1. Why do you buy so many lean cows ? — Because I prefer them 
to a fat one. 2. Pour some black ink in the big bottle. — I will pour 
some immediately, 3, Do you prefer cold meat to warm meat ? 
— I do prefer it, to be sure [certainly], 4. Do you never eat excel- 
lent apples at your breakfast? — I never eat any. — What is that for? 
6. You keep, I believe, excellent peaches in your store. — I keep 
generally very good ones. 6. Good night, Sir. Good evening, 
Madam. Good morning. Miss. Good day, ladies. • 



OBSERVATIONS. 

1. The French have no word exactly corresponding to the English 
Some and Any. Indeed, the difference between these two English words is 
quite a puzzle for foreigners. The French Language is, however, by no 
means free of difficulty in expressing this same idea. The tliree forms Z>f/, 
De, and Fn are used under different circumstances, as illustrated by the 
oxampleo in the liCsson ; Du before a Noun expressed ; De whore there is 
an Adjective, or an Adjective and Adverb, thus, De trcs bonnes pcches^ 



FORTY-FIRST LESSON. 



145 



Very g-ood peaches, between it and tlie Noun ; and En, when the Noun is 
not expressed at all. En is placed before the Verb, like the Objective 
Pronouns Que and Vous, These words are used in French with much 
greater frequency than SoiiE or Ant, in English. The following explana- 
tion will render it clear when they are to be used, and when not. 

SoiTE or Any are only used when you do not mean the whole of the 
substances (or number of things) of which you speak, as you then really 
mean a part. Nouns used in such a sense are called Partitives, or are said 
to be used partitively. But, in Enghsh, the word Smne or Any is often 
omitted, even there. For example, it is the same thing, in English, 
whether I say : "I drink [some] wine, every day," or I drine: wine 
EVERY DAY (meaning some wine, not all the wine there is in the world, nor 
any particular wine, but a portion of wine, partitively ^nd indefinitely). 
So, Do YOU DRINK [any] wine? or, merely, Do you drink wine? 
(meaning any ivine). 

In French, on the contrary, the words for Soaie or Any must never be 
xcft out, wJien it is not the whole of the siibstance spoTcen of that is meant, nor 
any particular substance, hut an indefinite portion, or some of it ; that is, 
when SoiiE or An^ is implied. For example, wine is not a single whole 
thing, all of which I consume when I drink of it or some of it, Du, Be 
and Eti, signifying in this sense a part or portion, are called JPartitive Par- 
ticles, that is, signs of a part or portion. 

Observe here again that Du is a contraction of De le, and literally means 
Of tlie, that De means Of and that En means Of it. So that what the 
French say really means, " Do you eat of the bread V *' Do you eat of 
good bread?" and "Do you eat of it."'"' This is the reason that Du 
changes to De V before a Vowel-Sound. The same in this case, as when 
it is translated by of the, 

2. When the Adjective is used alone with the Partitive Particles, the 
Noun being understood, the rules relative to the Noun prevail then, and 
Du, De V, De la, Des, are used before such Adjectives. 



FORTY-FIRST LESSON OF THE FIRST COURSE. 

THE VERB Avoir. 



TO HAVE. 

to have it 
to have me. 
to have you. 

do you expect to have that money ? 
do you expect to have it? 

have you? 
1 have. 

7 



avoir. 

I'avoir. 
m'avoir. 
vous avoir. 

comptez-vous avoir cet argent ? 
comptez-vous I'avoir ? 

avez-vous ? 
j'ai. 



146 



FIRST COURSE. 



this; these. 

that; those. 

the one wliicli I love, 
those which I prefer. 

THE ONE, that WHICH...; THE 
ONES, THOSE WHICH . . . 

the ones of which I am speaking, 
the ones you are speaking of. 

THOSE OF WHICH . . , 



CELLE-CI ; CELLES-CI J CErX-CI. 

celle-la; celles-la; ceux-la. 

celle que j'aime. 
celles que je pref^re. 

CELLE QUE . . . ; CELLES QXTB, • • 
CEUX QUE. . . 

eelles dont je parle. 
ceux dont vous parlez, 

CELLES DONT. . 



THOSE OF WHICH,,. 


€EUX DONT. , 


will you have ? 
I shall have. 


aurez-vous ? 
j'aurai. 


would you have if . , . ? 
I should have if. . . 


auriez-vous si. . 
j'aurais si. .. 


I had. 


j 'avals. 


you had. 


vous aviez. 


the watch which . , . 
the gloves which . . . 


la montre que. 
les gants que . , 


WHICH. 


QUE. 


by having. 


en ayant. 


that I may have, 
that you may have. 


que j'aie. 
que vous ayez. 


go thither. 


allez-y. 


go away. 


allez-vous-en. 


have. 


ayez. 


have some. 


ayez-en. 


have it. 
have them. 


ayez-le, ayez-Ia. 
ayez-les. 



(Obs. 2.) 



FORTY-FIRST EXERCISE OF THE FIRST COURSE. 

1. Have you the key that I had? — I have not the key that you had. 
I have it not. 2. Have you the watches which you had five days 
ago ? — I have them not. 3. I will have cakes and peaches for your 
supper. — Will you have some, indeed ? — I thank you very much 
for it [of it]. 4. Would you keep coarse linen in your store if I 
had some in mine ? — I would not keep any if you had some in 
yours. 5. Before I kill my sheep, will you not buy [some] meat of 
the butcher? 6. How many cows do you buy to-day? — I buy 
three lean ones and five fat ones. — Buy them directly. 7. Do you 
like warm or cold tea? 8. Farewell, Mary. — Adieu, John. 



FORTY-SECOND LESSON. 14? 

OBSERVATIONS. 

1. The Student will perceive that we have a Verb, in this Lesson, which 
makes its several Forms very differently from all the others that have oc- 
curred. Avez-vous f in the Second Person of the Present Tense, does not 
make J''ave, in the First Person, nor aver^ in the Infinitive Mode, nor 
Avrez-vousf and J''avrai^ in the Future Tense, nor Ave for its Participle, 
On the contrary, the First Person of the Present Tense is t/'ai, I have ; 
the Future is Aurez-vous f Will you have ? and J''a.urai^ I shall have ; 
the Infinitive Mode is Avoir, To have ; the Present Participle is Ayant, 
HATTNa ; and the Past Participle Eu, Had. 

These deviations from the general rule make this Verb what is called 
an Irregular Verb. All Languages have Irregular Verbs, and they are 
almost always those that are most frequently used, and which seem, for 
that reason, to get, as it were, worn out of shape. But, for this same rea- 
son that they are so commonly used, they need to be specially well 
learned. This Verb Avoir, To have, particularly, is apt in all Languages 
to be very irregular, while it is, at the same time, one of the most impor- 
tant words in every Language. 

This is the ordinary word of the French Language meaning To Tutve, and 
instead of which Je suis has been used for I have ; Vous etes, for You have, 
etc., a use which is an exception to the general meaning of those words, 
as stated in the Lessons where they were introduced. 

2. Que, in these cases, is the Eelative Pronoun answering to Which : 
Les gants que..., The gloves which,,. It must always be expressed in 
French. 



FORTY-SECOND LESSON OF THE FIRST COURSE. 

the compakatives and superlatives. 

BETTER, 
BEST. 

good. 

have you better wine ? 



have you not better water than 
this? 

water. 

have you the best beef? 

will you not have the best cutlet ? 

beef, 
cutlet. 



meilleur, meilleure. 

le meilleur, la meilleure. 

bon. 

avez-vous de meilleur vin ? 
n'avez-vous pas do meilleure eau 
que celle-ci ? (Obs. 1.) 

eau. (Fern.) 

avez-vous le meilleur boeuf ? 
n'aurez-vous pas la meilleure cote- 
lette? (Obs. 1.) 

boeuf. 

cotelette. (Fern.) 



148 



FIRST COURSE. 



WORSE. 




PTRE. 


THE WORST. 




le pire, la pire. 


I have a cold of the worst kind. 


j'ai un rhume de la pire esp^ce. 


bad. 

small, little. 




mauvais. 
petit. 


LESS. 




MOINDRE. 


THE LEAST. 




LE MOINDRE, LA MOINDRE. (Obs. 1.) 


you cry for the least 


thing. 


vous pleurez pour la moindre 
chose. 


. ..ER ; MORE. .. 




PLUS. . . 


. . .est; the most... 




LE PLUS, LA PLUS. .. 


finer. 




( plus beau. 
< plus bel. 
( plus belle. 


the finest. 




( le plus beau. 
< le plus bel. 
( la plus belle. 


fine. 




beau, bel, belle. 



a finer horse, 
a finer ass. 
a finer mare. 

ass. 
mare. 

have you the finest ? 

very warm. 

have you very warm tea ? 

have you not very warm water ? 

VERY . . . 

not so cold, less cold. 

the less cold. 

give me some coffee not so cold, 
not so cold meat. 

the beef the least cold, 
the water the least cold. 

BETTER, THE BEST. 

do you like that better ? 
well. 



un plus beau cheval. 

un plus bel ane. 

une plus belle jument. 

ane. 
jument 

avez-vous la plus belle ? (Obs. 1.) 

( tres chaud. 
-< bien chaud. 
( fort chaud. 

avez-vous du the tres chaud ? 

de Feau tres 



(Obs. 2.) 



n avez-vous pas 
chaude ? 

tres, bieiiy fort, . 

( moins froid. 
\ moins froide. 

^ le moins froid. 
{ la moins froide 

donnez-moi du cafe moins froid. 
de la viande moins froide. 

le bceuf le moins froid. 
I'eau la moins froide. 

MIEUX, LE MIEUX. (Obs. 3.) 

aimez-vous micux cela ? 
bien. 



FORTY-SECOND LESSON. 



149 



so MUCH THK WORSE. 






taut pis. 






SO MUCH THE BETTER. 






tant mieux. 






badly. 






mal. 






worse; the worst. 






pis; le pis. 


(Obs. 


3.) 


less; the least. 






MOINS; LE MOINS. 


(Obs. 


3.) 


THE least in the WORLD, 


IN 


THE 


le moins du monde. 






LEAST. 













little. 

more; the most. 

so much. 

a great deal ; very much. 

water not so cold as this, 
beef warmer than this. 

THAN. 

do you like this one better than 

that? 
would you not like it better if . . . ? 

more frankly ; the most frankly, 
oftener; oftenest. 

kind. 



(Obs. 3.) 



cold. 

my dear friend. 

my dear [female] friend. 


rhume. 

mon cher ami. 
ma chere amie. 


friend. 


ami. 


[female] friend. 


amie. 


my dear. 

my dear [woman]. 


mon cher. 
ma chere. 



peu. 

plus; le plus. 

tant. 
beaucoup. 

de I'eau moins froide que celle-ci. 
du boeuf plus chaud que celui-ci. 

que. (Conj.) 

aimez-vous mieux celui-ci que 

celui-la? ^ (Obs. 4.) 

ne I'aimeriez-Yous pas mieux si ... ? 

franchement ; le plus franchement. 
plus souvent ; le plus souvent. 

espece. (Fem.) 



^Fem.) 



FORTY-SECOND EXERCISE OF THE FIRST COURSE. 

1. Where do you go oftenest to church ? — I go to this church. 
2. Do you like this hat well ? — I do not like it in the least. 3. So 
much the better. — So much the worse. 4. Do you like your store 
better than mirie? — I do not like mine better than yours. 5. 
Give me some meat not so cold as this, if you please, — Yes, Sir, 
directly. — I thank you very much. 6. Will you ever have a finer 
mare than that, do you believe [think] ? — I do not believe it. 7. 
Give me better beef than that which you have now. 8. My dear 
James, you cry for the least thing : what is that for ? — I beg your 
pardon, I will not cry any more for nothing. 



150 FIRST COURSE. 

OBSERVATIONS. 

1. As Adjectives denote the qualities of things, and as qualities exist 
in different degrees, Adjectives have a variation of their Form to signify 
this difference. The several Forms of this kind are called Degrees of Com- 
parison. Of these there are three, called the Positive, the Comparative,- 
and the Superlative. The Positive Degree is the simple Adjective such as 
we have had it in the preceding Lessons. The Comparative Degree indi- 
cates a higher grade of the quality as compared with the Simple or Positive 
Degree, and the Superlative the highest grade as compared with all others. 

The Comparative Degree is usually formed, in English, by adding the 
termination er^ and the Superlative by adding the termination est to tlie 
Simple Adjective, as Pos, Sweet ; Com]^. Sweet-ek ; Su;p. Sweet-est ; or 
by prefixing More and Most instead ; thus, Pos. Sweet ; Com]), More 
sweet ; Su]p, Most sweet. The French have no such Syllables, as er and 
est^ to add for this purpose, and no such word as MosL They have to 
make both the Comparative and Superlative Degree by the single Adverb 
Phis^ More. This they do, then, by using Plus^ More, alone for the Com- 
parative Degree, as Plus doux^ Sweeter, and with the Article Le^ La^ Les^ 
for the Superlative, as Leplus doux^ Sweetest (or The more -sweet), mean- 
mg the most so of all. 

There are also Descending Degrees of Comparison, or Comparison of 
Inferiority, as that above is ascending, or a Comparison of Superiority; 
thus. Sweet, Less sweet. Least sweet. The Comparative and Superla- 
tive of this sort are expressed in French by Moins and Le rnoins ; thus, 
Doux^ Sweet ; Moins doux^ Less sweet ; Le iTw'ms doux. Least sweet. 

There are a few Adjectives in French which have a Comparative 
Degree indicated by a distinct word, and then make the Superlative by 
putting the Article before it, thus: Meilleur^ Better, Le meiUeu?', The 
BEST, are the Comparative and Superlative of Pon^ Good ; Pire, Worse, 
Le joire^ The worst, those of MauvaiSj Bad ; and Moindre^ Less or 
Smaller, Le moindrej The least op-Smallest, those of Petit, Small ; but 
Plus petit and Le plus petit, are used with reference to the size of actual 
things, Moindre and Le moindre referring rather to mental estimate. 

2. The Adverbs Tres, Pien, Fort, used before Adjectives and Adverbs, 
are synonymous terms for Very — Pien, alone, meaning Well. 

3. The Adverbial Forms, Mieux, Le mieux, are the Comparative and 
Superlative of Pien, Well ; Pis, Le pis, of Mai, III, Badly ; Moins, Le 
moins, ofPeu, Little, not much (a small quantity); Plies, Le plus, perhaps 
we might say of Timt, So much (a certain quantity). They do not, like 
Meilleur, etc. (Obs. 1, last paragraph), qualify a Noun either expressed or 
understood, by which test their Adverbial character can be distinguished. 

4. After a Comparison of inferiority or superiority. Than is rendered 
by Que, in French. 



FORTY-THIRD LESSON. 



151 



FORTY-THmD LESSON OF THE FIRST OOUESE. 

THE VEEB etre^ 

soTEz. (Obs. 1.) 

que vous soyez. 
que je sois. 

pour peu que vous soyez malade. 



3E. 

that you may be. 
that I may be. 

how little soever you may be 

sick, 
provided that I am. ever so little 

sick. 

PROVIDED that; EVER SO LITTLE; 
HOW LITTLE SOEVER . , , 

will you be ? 

I shall be. 

you will be; shall I be! 

you would ba if . . , 
I should be if . . . 

you would be in !N"ew York at 
present if you had not maimed 
your foot j-esterday, 

I was. 
you were. 

TO BE. 

well [in health], 
try to be well. 

to try. 

all the week ; the whole week 
all this month, 
all the year. 

I went away, 
you went away, 
did I go away ? 
-did you go away? 

EARLY. 
VERY EARLY, 
EARLIER. 

I had gone away, 
you had gone away. 

I should have gone away if. . , 
you would have gone away if. . . 

I shall have gone away, 
you will have gone away, 
censure. 



pour peu que je sois malade. 

pour peu que, « . (Subj.) 

serez-vousf 

j^ serai, 

vous serez; serai-jel 

vous seriez si. .. 
je serais si. . . 

vous seriez a New York a present 
si vous ne vous etiez pas mutile 
le pied, hier. 

j'etais. 
vous etiez. 

]^RE. 

bien portant. 

tachez d'etre bien portant. 

tacher. 

toute la semaine, 
tout ce m©is-ci. 
toute I'annee. 

je m'en suis alle. (Obs. 1.) 

vous vous en etes alle. 
m'en suis-je alle? 
vous en etes- vous alle ? 

de bonne heure, 

de tres bonne heure. 

de nieilleure heure, 

je m'en etais alle. 
vous vous en etiez alle, 

je m'en serais alle si. . 

vous vous en seriez alle si. . . 

je m'en serai alle. 
vous vous en serez alle. 



reprimande. 



(Fem.) 



152 



FIRST COURSE. 



for my having gone away, 
for your having gone away. 

joxL would deserve a censure for 
having gone away wifhout my 
permission. 

provided you have not gone 
away alone. 

PROVIDED. 

permission. 

EVERY TIME THAT. . . 

do you go [away] to Boston 
every time that you leave New 
York? 

JUST NOW, BY AND BY, PRESENTLY. 
AI*L RIGHT. VERY WELL. 



pour m'en etre alle. 
pour vous en etre all^. 

vous meriteriez une reprimande 
pour vous en etre allee sans ma 
permission. 

pourvu que vous ne vous en soyez 
pas allee seule. 

pourvu que. (Subj.) 

permission. (Fem.) 

j chaque fois que . . . 
\ toiUes les fois que. . . 

vous en allez-vous a Boston toutes 
les fois que vous quittez New 
York? 

tout d Vheure. 

tres Men. 



FORTY-THIRD EXERCISE OF THE FIRST COURSE. 

1. Why are you going away now? Remain with me the whole 
day. 2. You will be sick every time that ... Do you, in fact, be- 
lieve that I shall be sick every time that . . . ? 3. You went away 
alone just now, I believe. — I beg your pardon, I did not go away 
alone. — 4. With whom did you go away? — With my brother 
James, Madam. 5. Would you have gone away without my per- 
mission ? — I would not have gone away without your permission. 



OBSEEVATIONS. 

1. We come, in this Lesson, to the introduction of the Verb Mre, To be, 
(Je suisj I AM ; Vous etes^ You ake, etc.) in its natural or ordinary sense. 
In all the preceding Lessons where these words have occurrcd, the Learner 
has been allowed to consider Mre as meaning To have ; Je suis, as 
I have; Vous eteSj as You have, etc., because they are used by the 
French when these latter words should be used in English. He may now 
be told, however, that Mre never really means To have, and that it 
always really means To be, but that the French say, in certain cases, To 
be, when he says. To have. For example : Mre tomhcj To be fallen, in- 
stead of Amir tomhe, which would be the literal translation of the form of 
expression, To have fallen. So, Je serai tomhe really means, I shall be 
FALLEN, which is used when, in English, it would be said, / shall have 
fallen. 

So, again, Je suis tonibe^ I fell, is, literally, I am fallen ; so that the 
Frenchman says, / am fallen into the ditch yesterday^ which you musi 



FORTY-FOURTH LESSON. 



158 



translate, I fell into the ditch yesterday. You must, then, just as scru- 
pulously change your method of speech into his, if you would speak 
French correctly. The Learner will now perceive that, in the phrase 
Je me suis coupe le doigt^ I cut my fingee, there are four ways in which 
the French idiom differs from the English : 

I. Suis^ Am, is used for At, Have. 

n. Am cut or Save cut is used for Cut. 
ni. Me, meaning Me, Myself, or To me, To myself, is inserted, while 

it is omitted in English. 
IV. The expression The finger is used instead of My finger or Your 
finger, and so of any other -oart of the body. 
Literally translated, it is, therefore, as follows : lam \t6] me cut the finger ; 
Tou are {ixi] you cut the finger, meaning I cut [did cut] my finger ; You cut 
[did cut] your finger. 

The Pupil has really nothing to do with these literal translations, 
which he may again dismiss from his mind entirely,, and merely learn 
what the French people actually say, and what idea, otherwise expressed 
in English, they attach to their expi^essions. The literal meaning tends 
rather to throw him out than to help him. Hence, in this case, which is 
the most diflBcult one presented by the French Language, this explanation 
has been kept back until the Learner has already been extensively prac- 
ticed upon the phrases in the senses in which they are actually used. 

Je w^en suis alle comes, in accordance with what has been said, to 
mean simply I went away. En always meaning Away when connected 
with this Verb ; so with the other Forms, Vous vous en etes alle, You 
WENT AWAY, ctc. Obscrve that, with the Compound Tenses, the Adverb 
JSn goes before the Verb Etre^ and not immediately before Alle, 



FORTY-FOURTH LESSON OF THE FIRST COURSE, 

SECOND CATEGORY OF REFLECTIVE VERBS. 

comment vous portez-vous ? 

je me porte bien. (Refl. Verb.) 

je me porte tres bien. 

vous vous portiez assez bien, 

je ne me portals pas mal. 

vous BIEN PORTER. 

ME BIEN PORTER. (Obs. L) 

comment vous portez-vous depuis 
que vous 
pagne ? 

depuis que, . . 



how do you do ? 
I am well. 

I am very well. 

you were well enough. 

I was well enough. 

TO BE WELL, IN GOOD HEALTH. 
rO BE WELL, IN GOOD HEALTH. 

how do you do since you live in 
the country ? 



dem6urez a la cam- 



7* 



154 



FIRST COURSE. 



to go to bed, to lie down. 

do you go to bed? 

I go to bed. 

at what o'clock do you go to bed ? 

USUALLY, ORDINARILT. 

T usually go to bed at seven 
o'clock in the evening. 

at what o'clock will you get up 

this winter ? 
I shall get up at seven o'clock in 

the morning. 

.. .in the evening. 
... in the morning. 

to get up. 

go to bed, my dear friend. 

you are sick. 

I am going to lie down. 

to go to lie down, going to go to 
bed. 

SOUND. . .' 

garden. 

to walk. 

go and take a walk round the 

garden, 
across the fields. 

ACROSS, THROUGH. . , 

whilst taking a walk. 

ON THE WAY, ALONG THE ROAD. 

to stop. 

if you stop on the way, will you 
arrive in time for dinner ? 



IN TIME, 
80 EARLY. 

in, during summer, 
in, during winter, 
in, during the fall. 

in, during the spring. 



i(Refl.) 



( vous coucher. 
( me coucher. 

vous couch ez-vous ? *" 

je me couch e. 

a quelle heure vous couchez-vous ? 

ordinairement 

je me couche ordinairement a sept 
h cures du soir. 

a quelle heure vous leverez-vous 
cet hiver ? 

je me leverai a sept heures du ma- 
tin. 

. . . du soir. 
. . . du matin. 

^ vous lever. l/T>^fl\ 

^ me lever. fC^^^*) 

allez vous coucher, mon cher ami. 

vous etes malade. 

je vais aller me coucher. 

( aller vous coucher. 
( aller me coucher. 

autour de.,, 

jar din. 

( vous promener. ) CRefl 1 

( me promener. ) '^ 

allez vous promener autour du 

jardin. 
a travers les champs, 

ct, travers . . . 

( en vous promenant. 
I en me promenant. 

en chemin. 

vous arreter. 
arreter. 

si vous vous arretez en chemin, 
arriverez-vous a temps pour di- 
ner? 

d temps, 

de si bonne heure. 

en ete, I'ete. 

en hiver, I'hiver. 

en automne, I'automne. 

au printemps, le printemps. 



( von 
( m'a 



I (Refl.) 



FORTY-FIFTH LESSON. 



155 



FORTY-FOURTH EXERCISE OF TEE FIRST COURSE. 

1. At what hour do you go to bed in summer ? — At six o'clock. 
2. Do you go to bed so early in summer ? — I do go to bed early in 
summer and in winter. 8. Will you not stop along the road ? — I 
will not stop at all. 4. Will you arrive in time if you stop along 
the road ? 5. Walk round the garden with the children, if you 
please. 6. How do you do, my friend ? Are you well ? Are you 
very well ? — I am well enough, I thank you. 7. How do you do 
since you live in the country ? — I am much better. 8. At what 
hour do you ordinarily get up in the morning during summer ? — 
I ordinarily get up at five o'clock in summer and a4; six in winter. 



OBSERVATIONS. 
1. We liave not yet done with the Eeflective Verbs, which are great 
favorites in the French Language. The Second Category of Eeflectives 
introduced into this Lesson differs considerably from the preceding, as 
the Learner will readily perceive ; but the Pronominal arrangement is the 
same- in this and all the other Categories. The Eeflective Verbs of this 
Category are translated by the simple English Verb, deprived of all signs 
of Eeflective meaning and construction. These signs always seem to the 
Learner very iiinnecessary-. 



FORTY-FIFTH LESSON OF THE FIRST COURSE. 

COMPOUND T'SNSES OF THE SECOND CATEGORY OF REFLECTIVE VERBS. 

vous vous etes leve, (leves.) 
vons etes-vous leve ? 
je me snis leve, (levee.) ^ 

leve, leves; levee, levees. 



you got lip, 
did you get upt 
I got up. 



got up. 

liATE. 

TOO EARLY, 

I got up too early. 

at what o'clock did you g-et upf 

«,t noon. 

I went to bed. 

at midnight. 

why did you go to bed so late ? 



tard. 

trop tot 

je me suis levee trop tot. 
a quelle heure vous etes-vous le- 
vee? 

a midi. 

moi, je me suis couchee. 

a minuit. 

pourquoi vous etes-vous couchee 
si tard ? 

31. <Obs. 1.) 



156 



FIRST COtJRSfr. 



judge things after your own ex- 
perience. 

I judge them after my own expe- 
rience. 

AFTER. 

YOUR OWN . . . ; MY OWN , . . 

your own labors, 
labors, works. 

more work, 
less money. 
I have more work and less money. 



did you get up after having gone 

to bed ? 
I got up a second time. 
I would have got up less often 

if... 
do you eat every evening before 

going to bed I 

every evening, 
every morning. 

do you breakfast eveiy morning 
before going away ? 

you went to the circus. 
I went to the theatre. 

you went. 
I went. 

you scold me for having been at 

the theatre, 
for having been there. 

TO HAVE BEEN. 

I had been. 

had you been to the show ? 

show. 

would you have been to the 

museum if . . . ? 
I would have been there if. . . 

will you have been ? 
I shall have been, 

to the Crystal Palace. 

that you may have been. 
Jiat I may liave been. 



jugez les choses d'apres votre pre 
pre experience. 

je les juge d'apres ma propre ex- 
perience. 

VOTRE PROPRE. , . ; MA PROPRE. . . 

vos propres travaux, 

travaux. (PL of Travail.) 

plus de travail, 
moins d'argent. 

j'ai plus de travail et moins d'ar- 
gent. 

plus de, , . 

moins de. , , 

vous etes-vous leve apres vous etre 

couche ? 
je me suis Ict^ une seconde fois. 
je me serais leve moins souvent 

si . . . 
mangez-vous tons les soirs avant 

de vous coucher 2 

tous les soirs. 
tons les matins. 

dejeunez-vous tous les matins 
avant de vous en aller ? 

vous avez ete au cirque, 
j'ai ete au theatre. 

vous y avez ete. 
j'y ai ete. 

vous me grondez pour avoir etf^ 

au theatre, 
pour y avoir ete. 

AVOIR ETE. 

j 'avals ete. 

aviez-vous ete au spectacle f 

spectacle. 

auriez-vous ^,te au miisee si . . . 

j'y aurais ete si. . . 

aurez-vous 6te ? 
j'aurai ete. 

au Palais de Cristal. 

que vous ayez 6te. 
que j'aie ete. 



FORTY-SIXTH LESSON. 



157 



FORTY-FIFTH EXERCISE OF THE FIRST COURSE, 

1. You ordinarily get up too late. — Did I get up too late for 
breakfast this morning ? — ^You did not get up this morning before 
six o'clock. 2. Get up, get up. 3. Have you been to the 
Crystal Palace ? — I have not been there yet. Why do you not go 
[there] to-morrow? — Very well, I will go to-morrow. 4. When 
did you go to church? — I went to church on Sunday evening. 
5. I never eat before dinner. 6. Why are you scolding me for 
having been to the museum? — Because you go to bed too late. 
7. Have you never been to the circus ? 



OBSEKVATIONS. 
1. iSi, before an xldjectivo or an Adverb, is translated by So. 



FORTY-SIXTH LESSON OF THE FIRST COURSE. 

COMPOUND TENSES, WITH AVOIV, 



TO HAVE LOVED. 

to have addressed me. 
to have addressed you, 
to have explained it. 

do you like to go to bed early ? 
I like to go to bed early erv^ugh. 

shall I have loved ? 
you will have loved 
will you have studied ? 
I shall have studied. 

would you have taught if. . . ? 
I would have taught if . . . ? 
should I have spoken if . . . ? 
you would have spoken if. . . 

you had listened. 
I had listened, 
had you listened? 
had I listened ? 

TILL OUR NEXT MEETING. • 

that I may have burnt, 
that you may have burnt. 



AVOIR AIME. (Obs. 1.) 

m'avoir adresse. 
vous avoir adresse. 
Tavoir explique. 

aimez-vous a vous coucher de 

bonne heure ? 
j'aime a me coucher d'assez bonne 

heure. 

aurai-je aime? * 

vous aurez aime. 
aurez-vous etudie? 
j'aurai etudie. 

auriez-vous enseigne si ... ? 
j'aurais enseigne si. . . 
aurais-je parle si . . . ? 
vous auriez parle si . . . 

vous aviez ecoute. 
j 'avals ecoute. 
aviez-vous ecoute? 
avais-je ecoute? 

au revoir. 

que j'aie briile. 
que vous ajez brule. 



158 



FIRST COURSE. 



did you send ? 
I sent. 
did I call ? 
you called. 

did you not listen ? 
I did not listen to, 
did I not teach ? 
I did not teach. 

would you not have studied Ger- 
man if I had taught it ? 

I would not have studied it if you 
had not taught it yourself. 

do you apprehend that I may 
have burnt the bank-note? 

that I may have burnt it. 
that I may not have burnt it. 
that you may not have burnt it. 

sing [then] a little, [why don't 
you sing a little ?] 

why has this note been addressed 
to me ? [Why this note to have 
been addressed to me f ] 

why has it been addressed to you ? 

why has it not been addressed to 

you? 
why has it not been addressed to 

me? 

note. 

a love-letter. 

have you sent me this parcel ? 
have you sent it to me ? 
hav^ you not sent it to me? 



avez-vous envoye? 
j'ai envoye. 
ai-je appele? 
vous avez appele. 

n'avez-vous pas ecoute f 
je n'ai pas ecoute. 
n'ai-je pas enseign^? 
je n'ai pas enseigne. 

n'auriez-vous pas etudie Tallemand 

si je I'avais enseigne ? 
je ne I'aurais pas etudie si vous 

ne I'aviez pas enseigne vous- 

meme. ■ 

appr6hendez-vous que j'aie brule 
le billet de banque ? 

que je I'aie brule. 

que je ne Taie pas brule, 

que vous ne I'ayez pas brule. 

chantez done un peu. 

pourquoi m'avoir adresse ce bil- 
let? 

pourquoi vous I'avoir adresse ? 

pourquoi ne pas vous Tavoir 
adresse ? 

pourquoi ne pas me Tavoir adres- 
se? 

billet, 
billet-doux, 

m'avez-vous envoye ce paquet? 

me I'avez-vous envoye ? 

ne me I'avez-vous pas envoye f 



FORTY-SIXTH EXERCISE OF THE FIRST COURSE. 

1. Why did you not give me this exercise? — You were not 
here, my dear Sir. 2. Have you sent that parcel to my house ? — 
I have not sent it yet. — Why have you not sent it yet ? 3. Do you 
not like this plaything? — I have liked it, but I do not like it any 
more. 4. Do you prefer mutton to beef ? — I prefer beef to mut- 
ton. 5. Would you have listened to me if I had spoken to you 
a second time? — I would have listened to you if you had spoken 
to me a second time. 



f ORTY-SEVENTH LESSON. 



159 



OBSEEVATIONS. 

1. This Verb To have {fPai, I have ; VousaveZj You have, etc.) is that 
which ordinarily corresponds in French to the English Have, whether 
used independently, in the sense of possessing^ or, as an Auxiliary, in 
forming the Compound Tenses of other Verbs by being united with the 
Past Participles of those Verbs ; as, J' aural parle^ I shall have spoken. 

The Compound Tense formed hj th.% Present Te1j&0J^ this Auxiliary 
(that isj^ai parle, Vous avez parte) is to be undfijstiaQd in the same man- 
^^er as^Tf*l have were exprT!Ss^^,by ^' sui^ or Je me suis ; that is, the 
whole expression I have done so and so (in whatever way the Have is repre- 
sented) is to be translat^/^i<^ so and so^; thus, Je stud tbmbe^ I fell [did 
fall]; Je me swis^rocwr^', ■procured [did procure] ; and J''aiparle^ I sPokb 
[did speak] ; Voics avezparle^ You spoke [did speak], etc. 

To know exactly in what cases each%of these three forms is to be em- 
ployed, and in what either of the others is to be used, is a great point in 
learning French. The first form, Je suis^ etc., for I have, only occurs with 
a very few Verbs (of the kind called Keuter), with all of which the Pupil 
will be rendered specially familiar. They are such as Je suis tonibe^ 
I FELL ; Je suis entre^ I entered. The second Form, as Je me suis coupe^ 
I CUT MYSELF, Jc me suis procure^ I procured, occurs with, all Eeflective 
Verbs, [that is, all that have Me^ vous^ before them] ; and the third Form, 
as, Jai parte J I spoke, etc., with the great mass of the Verbs of the Lan- 
guage, all those not included in the preceding classes. The first class are 
denoted in the observations accompanying the Lessons by the words 
Aux. Mre ; the second by the words, Befl. The third requires no special 
notice. 



FORTY-SEYENTH LESSON OF THE FIRST COURSE. 

MISCELLANEOUS. 



means. 

give, each, according to your 
means. 

EAoa. 

ACCORDING TO . . . 

some grammar. 

NO ONE ; NOT . . . ANY ONE. 

have you not studied any gram- 
mar ? 
I have studied some grammars, 
have you not studied any ? 

of what letter have you spoken ? 

OF WHICH? 



moyens. 

donne^ chacune, selon vos moyens. 

CHACUNE. (Fern, of chacun.) 

selon, 

quelque grammaire. 

NE. . . aucune. 

n'avez-vous etudie aucune gram- 
maire ? 
j'ai etudie quelques grammaires. 
n'en avez-vous etudie aucune ? 

de quelle lettre avez-vous parle ? 

DE laquelle? (Fern, of duquel.) 



160 



FIRST COURSE. 



at what table are you going to 

breakfast ? 
at which have you breakfasted ? 

TO WHICH. 

have you attended the soirees 
to which I had invited you ? 

TO THE. 

to attend, 
to invite. 

here it is. 

there it is. 

here they are ; there they are. 

TO WHICH. 
TO WHICH. 

of what things are you speaking ? 
of which are you speaking ? 

OF WHICH. 
OF WHICH. 

are you sorry to have [do you 

regret having] loved this 

amusement? 
I am not sorry to have loved it ; 

why should I be sorry, I ask 

you? 

you are worse than yesterday. 
I am worse to-day than yesterday. 

WORSE. 

have you always good health? 
I have not so good health as usual 

HAD. 

I was very sad. ^ 

I WAS. 

USUAL, USUALLY. 

health. 

had you had a great wooden 

horse ? 
had you had a great one [of them] ? 

I had had a smaller one. 
I had had the smallest one. 

worse; very bad. 
Bmaller ; very small. 



a quelle table allez-vous dejeuner! 
a laquelle avez-vous dejeune ? 

X LAQUELLE. (Fcm. of AUQUEL.) 

avez-vous assiste aux soirees aux- 
quelles je vous avals invite? 

AUX. (PI, of AU, A LA.) 

assistera... 
inviter^... 

la voici. 
la voila. 
les voici ;ifles voila. 

AUXQUELS. (PI. of AUQUEL.) 

AUXQUELLES. (PL of A LAQUELLE.) 

de quelles choses parlez-vous ? 
desquelles parlez-vous ? 

DESQUELS. (PI. of DUQUEL.) 

DESQUELLES. (PI. of DE LAQUELLE.) 

regrettez-vous d'avoir aime cet 
amusement ? 

je ne regrette pas de I'avoir aim6 ; 
pourquoi le regretterais-je, je 
vous le demande ? 

vous Gtes plus mal qu'hier. 

je suisf>lusmal aujourd'hui qu'hier. 

plus mal. (Obs. 1.) 

avez-v^us toujours une bonne san- 

te? : 
j'ai un| aussi bonne sant^ que 

d'or(inaire. 

EU, EUE^ EUS, EUES. (Obs. 2.) 

j'ai ete bien triste. 

j'ai ETE.; (Obs. 3.) 

d'ordinaire. 

sant6. \ 

aviez-voils eu un grand clieval de 

boi^? \ 
en aviez-vous eu un grand \ 

j'en avals eu un plus petit, 
j 'avals pu le plus petit. 

plus mai^vaise ; trcs mauvaise. 
4)lus petite ; tri^s petite. 



FORTY-EIGHTH LESSON. 



161 



FORTY-SEVENTH EXERCISE OF THE FIRST COURSE. 

1. Were you very sad all the day, Mary ? — I was very sad, 
my dear. 2. How do you do? — I am very well, thank you. 8. 
Are you not worse to-day than yesterday ? — I think so. 4. Did 
you have my great wooden horse ? — No, but I had a smaller one 
[of them.] I have the smallest one. 5. Did you study any lan- 
guage? — Yes, Madam, I studied French. 6. Did you ever teach 
it ? — I taught it during five months. Where ? — In New Orleans. 



OBSERVATIONS. 

1. Plus malj Moke bad, Not so good, is often used for the Adverb 
Pis J Worse, as Plus mauvais is for the Adjective Pire, Wobse. 

2. Ttiis is the Participle Past of Avoir, 

3. We see here J''ai He translated by I was (literally, I have been), 
while in a former Lesson it was rendered by I went. 



FORTY-EIGHTH LESSON 


OF THE FIRST 


COURSE. 


THE FEETEEIT DEFINITE. 




I DANCED. 


JE DANSAL 




YOU DANCED. 


VOUS DANSATES. 


(Obs.l.) 


did I dance ? 
did you dance? 


dansai-je? 

j est-ce que vous dansates ? 

( dansates-vous ? 


yon employed. 
1 employed. 


vous employates. 
j'employai. 




yon wiped off. 
I wiped off. 


vous essuyates. 
j'essuyai. 




you paid. 
I paid. 


vous payates. 
je payai" 




you sent. 
I sent. 


vous envoyates. 
j'envoyai. 




IS IT THATv . . ? 


EST-CE QUE . . . ? 




WHAT IS IT ... ? 


qu'est-ce que . . . ? 




WHOM IS IT.. . ? 


QUI EST-CE QUE. . . ? 


(Obs. 2.) 


you bought. 
I bought. 


vous achetates. 
j'achetai. 




you threw. 
I threw. 


vous jetates. 
je jetai. 





162 



FIRST COURSE. 



you called. 
I called. 

you peeled. 
I peeled. 

you repeated. 
I repeated. 

you broke your leg. 
I broke my leg, 

you went. 
I went. 

you went away. 
I went away. 

you blew your nose. 
I blew my nose. 

you were. 
I was. 

you had. 
I had. 

did you dance on the carpet ? 

I danced on the floor. 

you called this gentleman by his 
name, did you not ? 

did you repeat your exercise hj 
heart ? 

whom did you bow to ? 
whom did I bow to ? 

what did you break by falling ? 

I broke my small wooden horse. 

did you not break your arm ? 
I did not break my arm. 

you were very sick. 
I was very sick. 

you had bad weather, 
I had bad weather. 

you bought this field cheaper. 
I bought it cheaper, 

THE DAY BEFORE YESTERDAY. 

last month, 
year, years. 

CHEAPER. 



vous appelates, 
j'appelai. 

vous pelates. 
je pelai. 

vous repetates. 
je repetai. 

vous vous cassates la jambe. 
je me cassai la jambe. 

vous allates. 
j'allai. 

vous vous en allates, 
je m'en allai. 

vous vous mouchAt<j«, 
je me mouchai. 

vous fates. 
je fus. 

vous elites, 
j'eus. 

est-ce que vous dansates sur le ta 

pis! 
je dansai sur le plancher, 

vous appelates monsieur par sou 
nom, n'est-ce pas ? 

est-ce que vous repetates votre 
exercice par coeur ? 

qui est-ce que vous saluates ? 
qui est-ce que je saluai? 

qu'est-ce que vous brisates en tom- 

bant? 
je brisai mon petit cheval de bois. 

ne vous cassates-vous pas le bras? 
je ne me cassai pas le bras. 

vous futes bien malade. 
je fus bien malade. 

vous eutes du mauvais temps. 
j'eus du mauvais temps. 

vous achetates ce champ a meil* 

leur march e. 
je I'achetai a meilleur march^. 

avant-hier. 

le mois pass6. 

an, ans. 

d meilleur marche* 



FORTY-NINTH LESSON. 163 

FORTY-EIGHTH EXERCISE OF THE FIRST COURSE. 

1. What did you buy last week [the last week] ? — I bought a 
beautiful horse. 2. Whom did you send yesterday ? — I sent [the] 
young James. 3. What did you buy day before yesterday? — 
I bought a fine hat. 4. Were you very sick [the] last month ? — 
I was very sick the month past. 5. Did you dance in the hotel? — 
I danced in the passage. 6. When did you go to bed ? 



OBSERVATIONS. 

1. We introduce, finally, an entirely new Tense-Form of the French 
Verb, belonging to the Indicative Mode and called the Preterit Definite, 
and corresponding to the English Simple Past or Imperfect. It is intro- 
duced last because used the least ; the Form with which we are already 
familiar, made with Je suis, Je me suis, or J ^ai^ and which is called the 
Preterite Indefinite, being generally used instead of it. This Preterit 
Definite Form is hardly heard in famihar conversation. Its principal and 
most frequent use is in narrating travels, historical events, etc., when the 
style is a little stately or formal. 

It is formed from the Participle Past by changing the termination e into 
aij for the First Person Singular, and into ates for the Second Person Plural. 

2. Est-ce que,., may be used before any of the Persons of the various 
Tenses of the Indicative ; it is rare, however, except before the First 
Person of the Indicative Present. 

In this last case— the First Person of the Indicative Present — there is, 
however, still another method of making "ihe question, very rarely em- 
ployed, but which it is necessary to kno\l The Je is placed after the 
Verb and connected with it by a hyphen, while the final e of the Verb is 
changed into e; thus, Farle-je^ Do I speak? or Am I speaking ? 



FORTY-NINTH LESSON OF THE FIRST COURSE. 

THE lilPEEFECT SUBJUNCTIVE. 

QUE j'eMTLOYASSE. 



THAT I MIGHT [sHOULD, WOULd] EM- 
PLOY, THAT I EMPLOYED. 

THAT YOU ^HGHT [SHOULD, WOULD] 
EMPLOY, THAT YOU EMPLOYED. 

did you like better ? 
I liked better, 
that I might wipe off. 
that you might wipe off. 



QUE VOUS EMPLOYASSIEZ. 

aimiez-Yous mieux ? 
j'airaais mieux. 
que j'essuyasse. 
que vous essuyassiez 



164 



FIRST COURSE. 



I should prefer, 
that you should pay. 
that I might pay. 

that I might buy. 
that you might buy. 

that you called, 
that I called. 

that you might repeat, 
that I might repeat. 

did you apprehend ? 
that I might go away, 
that you might go away. 

that I might go. 
that you might go. 

that you might have, 
that I might have. 

that you were, 
that I were. 

that I might break my arm. 
that you might break your arm. 

that you might get up. 
that I might get up. 



je prefererais. 

que vous payassiez. 

que je payasse. 

que j'achetasse. 

que vous achetassiez. . 

que vous appelassiez. 
que j'appelasse. 

que vous repetassiez. 
que je repetasse. 

apprehendiez-vous ? 
que je m'en allasse. 
que vous vous en allassiez. 

que j 'allasse. 
que vous allassiez. 

que vous eussiez. 
que j'eusse. 

que vous fussiez. 
que je fusse. 

que je me cassasse le bras. 

que vous vous cassassiez le bras. 

que vous vous levassiez. 
que je me levasse. 



FORTY-NINTH EXERCISE OF THE FIRST COURSE. 

1. Did you apprehend that I might be sick [or that I were sick] ? 
— I did apprehend that you might be sick. 2. Would you prefer 
that I should get up earlier in the morning ? — I would prefer that 
you should get up earlier. 3. Did you desire that I might get up at 
one o'clock in the morning ? — I did not wish you to get up so early. 
4. Did you w^^h I might have money ? — I did [yes], Sir. 



OBSERVATIONS. 

1. The Imperfect of the Subjunctive, now introduced, bears a resem- 
olance to the Preterit Definite of the Indicative. It must be preceded, 
like the Subjunctive Present, by a word or words appropriate to the 
government of the Subjunctive, and must then be used if the Verb of the 
Governing Clause is, itself, in a Past Tense, or in the Conditional. This 
will be shown fully in the last Lesson of this Course, where the Relations 
of the different Tenses to each other are illustrated. 

This Tense-Form is made, like the Preterit Definite (Indicative) from 
the Participle Past, by changing e into asse for the First Person Singular, 
and assiez for the Second Person Plural. 



FIFTIETH LESSON. 



165 



FIFTIETH LESSON OF THE FIRST COURSE. 

VERBS IX ,.xer and .,.ger^ and compound tense-forms. 

I commenced. 
you commenced. 

that I might commence, 
that you might commence. 

I commenced this Tvork in the 
month of January last. 



I finished it last week. 

to terminate, to finish. 

you ate. 
I ate. 

that you might eat. 
that I might eat. 

veal, 
fresh pork. 

I had commenced, 
you had commenced. 

that I might have commenced, 
that you might have commenced. 

did you apprehend that I might 

have commenced this work ? 
that you might have begun it. 

when you commenced this work, 
I had finished mine. 

I doubted whether [that] you 
would go away directly. 

Eugenia. 
Henry. 

did you not dine at the same 
time that \ did [dine] ? 

you will sup every night with me, 
will you not ? 



je commensal, 
vous commentates. 



(Obs. 1.) 
(Obs. 1.) 



que je commen^asse. 
que vous commen§assiez. 

je commengai cet ouvrage au mois 

de Janvier dernier, 
je le terminal la semaine derni^re. 

terminer. 

vous mangeates. 

je mangeai. (Obs. 1.) 

que vous mangeassiez. 

que je mangeasse. Obs. 1.) 

du veau. 

du porc-frais. 

j'eus commence, 
vous eutes commence. 

que j'eusse commence, 
que vous eussiez commence. 

apprehendiez-vous que j'eusse 

commence ce travail ? 
que vous I'eussiez commence. 

quand vous commentates ce tra- 
vail, j'avais termine le mien. 

je doutais que vous vous en allas- 
siez de suite. 

Eugenie. 
Henri. 

ne diniez-vous pas en meme temps 
que moi? (Obs. 2.) 

vous souperez tons les soirs avec 
moi, n'est-ce pas ? (Obs. 2.) 



FIFTIETH EXERCISE OF THE FIRST COURSE. 

1. You ate veal at your dinner. — I ate a good deal of it, yester- 
day. 2. You arrived in time, I think? — I arrived in time. 3. Did 
you apprehend that I might not arrive in time ? — I did appre- 
hend that you might not arrive in time. 4. Keep your bread ; 
keep it. Keep your pens ; keep thern. 5. At what time did you 
finish your exercise ? — T finished it yesterday at six o'clock. 



166 



FIRST COURSE. 



OBSEEVATIONS. 



These rules are applicable to these two 



1. (See Lesson 24, Obs. 4, 5.) 
Tenses. 

2. In English, the Auxiliary Verbs are made to stand for a Verb once 
already mentioned, or understood, much in the same way that a Pronoun 
stands for a Noun : Will you go to town to-day ? — I will (go to town), 
etc. So, I DO, I SHALL, I WOULD, I COULD, ctc. In French, this repetition 
of the Verb is avoided in some other way, such, for example, as the first 
in the Lesson {que moi, que wus^ etc.) ; or, by the very frequent use of the 
phrase, N^est-ce ]jas f as in the second example. This phrase answers for 
Do YOU not ? Do I NOT ? Did you not ? Shall I not ? Should I not ? Is 

THERE NOT ? CtC. 



FIFTY-FIRST LESSON OF THE FIRST COURSE. 

RELATIONS OF THE TENSES OF THE INDICATIVE MODE WITH THE OTHER TENSES 

AND MODES. 



do you talk [chat] when yon are 

eating ? 
I do not talk when I am eating. 

do you talk when you have eaten ? 

do you talk in order that I may 

speak ? 
do you think [that] you will go ? 

do you think that you would go 
if . . . ? 



causez-vous quand vous mangez ? 

je ne cause pas quand je mange. 

causez-vous quand vous avez man- 
ge? 

causez-vous afin que je parle ? 

pensez-vous que vous irez ? 
pensez-vous que vous iriez si ... ? 



will you teach if I study ? 
I will teach if you stud}^. 

will you teach when I shall de- 
sire it ? 

I will teach in order that you 
may speak. 

1 will speak if you have eaten. 

I will speak when you shall have 
eaten. 

CONDiriONAL, 

would you teach if I desired it ? 
would you teach when I should 
be studying? 

would you teach in order that I 
might teacli ? 



FUTURE. 

enseignerez-vous si j'etudie? 
j'enseignerai si vous etudiez. 



enseignerez-vous quand je le desi- 
rerai ? 

j'enseignerai afin que vous parliez. 

je parlerai si vous avez ma^ig^. 

je parlerai lorsque vous aui'ez 
mange. 



enseigneriez-vous si je le desirais ? 
enseigneriez-vous quand j'etudie- 
rais ? 

enseigneriez-vous afin que j'ensei- 
gnasse ? 



FIFTY-FIRST LESSON. 



ler 



-«. onld you announce that I taught? 

would you announce that I had 
taught ? 

would you announce that I would 
have taught? 



annonceriez-vous que j^ai enseigne ? 

annonceriez-vous que j^avais ensei- 
gne? 

annonceriez-vous que j'eusse en- 
seigne ? 



IMTEErECT OF THE INDICATIVE. 



did you speak whilst I was study- 
ing? 



did you speak when I taught ? 
did you speak when I taught ? 
did you speak when I had taught? 



paiiiez-vous quand j*etudiais ? 



parliez-vous quand j'enseignai? 

parliez-vous quand j^ai enseigne? 

parliez-vous quand j'avais ensei- 
gne? 

IMPEEATIVE. 

announce that I do teach, 
announce that you teach. 

announce that I will teach. 

announce that I would teach if. . . 



announce that I was teaching 
when. . . 

talk in order that I may not speak. 



annoncez que j enseigne. 
annoncez que vous enseignez. 



annoncez que j enseignerai. 

annoncez que j'enseignerais si. . . 

annoncez que j'enseignais lors- 
que . . . 

causez, afin que je'ne parle pas. 



PRETEKrrS DEFINITE AND INDEFINITE. 



you taught when I studied. 

you taught in order that I might 
study. 

you taught when I studied, 
you ate when I was studying. 



vous enseignates quand j'etudiai. 
vous enseignates afin que j'etu- 



vous avez enseigne quand j'ai etu- 
die. 

vous avez mange quand j'etudiais. 



PLUPERFECT. 



had you spoken when I arrived? 
had you spoken when I arrived ? 
had you spoken when I arrived ? 

k ad you spoken when I had ar- 
rived? 



aviez-vous parle quand j 'arrivals ? 

aviez-vous parle quand j 'arrival ? 

aviez-vous parle quand je suis ar- 
rive? 

aviez-vous parle quand je fus arri- 
ve? 



FUTURE PAST. 



will you have spoken when I 
[shall] arrive? 

will you have spoken in order 
that I may speak ? 

will you have commenced when I 
[sliall] have finished ? 



aurez-vous parle quand j'arrive- 
rai? 

aurez-vous parle afin que je parle ? 

aurez-vous commence quand j 'au- 
ral termini ? 



168 



FIRST COURSE. 



CONDITIONAL PAST; 



would you have taught if I had 

studied ? 

would you have taught when I 
should have studied ? 



auriez-vous enseigne si j*avais ^tu- 

die? 

auriez-vous enseigne quand j'au- 
rais etudie? 



I intend to eat 

do you intend to eat ? 

would you intend to arrive ? 

did you intend to dance ? 

you loved to talk. 
I loved to talk. 

do you affect not to be eating ? 
do you affect not to eat sausages ? 



INFINITIVE. 

je compte manger, 
comptez-vous manger ? 

compteriez-vous arriver ? 

comptiez-vous danser? 



I was affecting not to be eating 
any. 

PARTICIPLE PRESENT (gERUND.) 



vous aimiez a causer, 
j'aimais a causer. 

affectez-vous de ne pas manger ? 
affectez-vous de ne pas manger de 

saucisson ? 
j'affectais de n'en pas manger. 



do you speak whilst eating ? 
I do speak whilst eating. 

were you speaking whilst eating ? 
I was speaking whilst eating. 



parlez-vous en mangeant ? 
je parle en maugeant. 

parliez-vous en mangeant ? 
je parlais en mangeant. 



FIFTY-FIRST EXERCISE OF THE FIRST COURSE. 

1. Would you eat whilst talking ? — I would not eat whilst talk- 
ing. 2. Do you not like to dance ? — I do not like to dance, but I 
like to sing. 8. Were you beginning your breakfast when I was 
finishing mine ? — I did not breakfast at all, my good little friend. 
4. Will you not eat at the same time that I do [eat] ? — I will not 
eat at the same time that you do [eat]. 



OBSERVATIONS. 
1. The connections of the different Tenses of the Verb in the Compound 
Sentence are a very important branch of grammatical science. The pre- 
ceding are the inter-relations of all the Tenses and Modes, in the order in 
which they have been presented in this work. The basis machinery 
of the French Language has now been, substantially, placed at the dispo- 
sition of the Pupil. It remains to fill up the outUne, chiefly by learning 
how the same general phenomena are varied for the remaining Persons, 
together with certain different ways of adjusting the terminations to the 
root of the Verb, which make what is called the different Conjugations. 



TREATISE ON THE MODES. 



The Indicative Mode is the proper and usual form of the Verb, when 
tliQ Verb is a real Verb ; that is, when it actually asserts, or affirms, or in- 
dicates an action or event. Thus, J'aime, I love ; Je joarle^ I speak or I 
AM speaking, assert, affirm or indicate the acts of loving or speaking", as 
real occurrences — something actually taking place. So, the Negative 
Forms, Je Ti'awve pas^ I do not love ; Je ne parlc ^as^ I am not speak- 
ing, assert, affirm or indicate the same actions negatively, that is, the de- 
nial of their occurrence. The questions, Par^^-i'ows .^ etc., ask whether 
they do really occur. In every case, the mind has to do with the actual 
occurrence or non-occurrence of the actions or events in question. 

When the Infinitive Mode is used, it is different. Aimer, To love ; Far- 
ler, To SPEAK, To be speaking, merely name an action or event without 
any reference to its real occurrence. The action is brought to the attention 
of the mind, not for the purpose of asserting or affirming that it is taking 
place, or wUl talce place, or did taTce place at a former time, but for the pur- 
pose of saying something else of or concerning such an action, or an action 
of the sort so named. Hence, the Infinitive Mode, though it asserts 
nothing itself, but merely names an action, is always connected with some 
other Verb wliicli does assert (or predicate) something concerning it ; that 
is, concerning the action named by it. Thus, in Je compte oiler, I intend 
TO GO, Aller affirms nothing in relation to going, but merely names the 
action, while Je compte asserts, or affirms, or indicates, my intention toper- 
form that action. The Infinitive Mode is, therefore, a sort of Noun or 
Substantive rather than a Verb ; but, being derived from or made out of 
the Verb, it is considered as a part of it. 

As this is a very important point for the Learner of any Language to 
understand, we repeat that the Indicative Mode is the real Verb used by the 
speaker in its own proper meaning, as a Verb, to paint by language, to the 
mind of the hearer, actual occurrences, either affirmatively, negatively, or 
inquiringly. The Infinitive Mode is nothing more than a Verbal Noun 
(or the name of an action), in the same manner as the Participle is a Ver- 
oal Adjective. 
8 



170 FIRST COURSE. 

In tlie next place, observe that an action, which really occurs, occurs 
at some given time. Hence, the Indicative Mode or Verb proper has dif- 
ferent Tense-Forms to represent an action, as Present, Future or Past. 
Thus, Je joarle, Je ^arlerai and Jeparlais^ are all in the Indicative Mode, 
though in different tenses or times, Temjjs^ as the French call them. 

The Conditional Je parlerais si . . . is generally regarded as a Mode by 
itself, and called the Conditional Mode ; but it is closely related to the Fu- 
ture Tense of the Indicative, and is, therefore, more properly treated and 
viewed as a Tense of that Mode. It is no more exceptional to regard a 
Conditional affirmation as belonging to the Indicative Mode than it is to 
include Interrogations there. 

The Verb proper or Indicative Mode, then, (including the Conditional, 
as a branch of it), is limited^ fMited or dQ-fined^ with reference to the time 
in which the action represented by it occurs, the Person performing it as 
First, Second or Third, and the Number, whether one Person or more. It 
is, for that reason also, called a Finite Verh^ as another method of distin- 
guishing it from the In-finite Verb (or Infinitive Mode). The Finite Verb 
differs from the Infinitive also in the fact that it takes a Noun or Pronoun, 
representing the subject spoken of, in the Nominative Case {Je^ Vous, etc.), 
and agrees with its subject in Number and Person, while the Infinitive 
does not. 

With this distinct understanding of the difference between the Indica- 
tive Mode and the Infinitive Mode, or between the Finite Verb and the 
Un-finited or Infinitive, the Student is prepared to comprehend more 
easily and readily the nature of the Subjunctive Mode. 

The Subjunctive Mode is a sort of mongrel or mixed Mode or Form 
of the Verb, having the signification of the Infinitive^ but loith the Form, 
of a Finite VerJ? ; that is to say, it merely names an action like the 
Infinitive, without asserting or indicating its actual occurrence, while, on 
the contrary, it takes the Finite Form, agreeing with Nouns and Pronouns 
in the Nominative Case, according to their Person and Number, and has 
also a partial modification of Tense-Forms. 

The Subjunctive is, in other words, an imitation of the Indicative as to 
its Form (but not an exact copy), while it is in no way essentially 
different from the Infinitive as to its office, function or meaning. 

For this reason, like the Infinitive, the Subjunctive Mode has always to 
be connected with some other Verb which asserts or affirms something in 
relation to it, or rather to the action named by it ; thus, Je desi?'e que vous 
PARLiEz. It affirms nothing itself, but only names an action, and, there- 
fore, signifies nothing when standing alone. It is connected to the other 
Verb, which affirms, by a Conjunction — generally Que in French and 
That in English — which words are, therefore, written or printed along 
with it, to indicate this Mode, as Que faime. That / should love. With- 
out the Quern French, some of the Subjunctive Forms might be mistaken, 
when exhibited alone, for Indicative Forms ; thus, Aime, alone, is the same 



TKEATISE ON THE MODES. 171 

as the Present Tense of the Indicative (1st Person) and Aimuz the same 
as the Imperfect (2d Person Plural). 

In English, the Subjunctive Mode is made up, generally, by using the 
Auxiliary Should^ or May^ or by dropping the Auxiliary altogether, as in 
the examples given in the Twenty-sixth Lesson of the First Course : 
That you should speax — That you may speak — That you speak, etc. 
In French, the whole is expressed in a single word without an Auxiliary 
Verb by a slight change from the Form of the Indicative (or by Forms 
not differing at all from the Indicative and only distinguished by the 
Conjunction Que, as just stated.) 

As it is desirable that the Learner should fully appreciate the fact that 
an action may be represented, when merely named, either altogether by 
a Noun, or by modifications of the Verb more or less preserving the form 
and appearance of the Verb, we will give stUl further illustrations. 

In English, we have even a greater variety of methods than in French, 
since both the Infinitive Mode, To love, and the so-called Present Par- 
ticiple, (the Form in ing) Loving, are used, beside the proper verbal Noun 
itself, Love, and the Subjunctive Mode, for merely naming an action in 
relation to which something else is to be said. 

Love is a Noun, called a Verbal Noun because it names an action 
which it is the particular or appropriate ofSce of the Verb to represent. 
To LOVE, the Infinitive Mode of the Verb, is then used in the same sense ; 
then, the Present Participle, Loving, and finally the Subjunctive Mode or 
Form, That you should love, etc. Hence, we may say, in English, with 
substantially the same signification : 

/ desire your Love for 7ne, 

I desire you To love me. 

I desire (or I ])refer) your Loving me, 

I desire That you should love me, 

I desire That you may love me, 

I desire That you love me. 

If such varying Forms could be used indiscriminately, there would be 
less necessity for the Learner of a Language to be able to distinguish 
them readily from each other ; but such is not the case. Very slight 
circumstances have, during the growth of Languages, determined that 
one of these Forms is more appropriate in one case, and another in 
another ; so that, finally, usage has settled, in many cases, just which 
must be chosen ; and whosoever fails to choose the right one, in such a 
case, shocks the ear, as a speaker, though he will probably make himself 
entirely understood. For example, it would be considered bad English to 
say, / live ly To eat food, or / live hy That I eat food, instead of / live 
hy Eating food, although we have just seen that, under a little different 
circumstances, all of these Forms may be interchanged for each other. 



172 FIRST COURSE. 

It is this nicety in the use of words and phrases, which makes the 
Idiom of Languages, and which it is nearly as necessary to learn, as to 
learn the words and the changes of Form which they undergo. It is also 
on account of this Idiom that it is so difficult, if not impossible, to teach 
any one to speak a foreign Language correctly, who is too impatient or 
too indolent to learn the meaning of the grammatical terms. For 
example, it is quite impossible to tell a person when he is to use the 
Infinitive, when the Indicative, and when the Subjunctive Mode, if he 
does not know what is meant by these terms when they are employed. 

We have seen that, even in English, the choice of one among several 
forms of expression signifying nearly the same thing depends upon usage, 
which is established upon grounds which, those who are curious in the 
philosophy of Language, called Philology, can sometimes point to us, but 
which are oftentimes too remote, or too minute and unimportant, to bo 
explained. The Learner must not be surprised, therefore, that the same 
apparently arbitrary usage has to be learned in French, nor that the idiom 
of that Language often differs from that of English. 

Again, it will be far better for the Learner, while he learns that cer- 
tain Verbs are followed by the Future Tense of the Indicative Mode and 
certain others by the Subjunctive Mode, to pay some attention to the 
reason why one or the other of these Forms is appropriate. The 
examples are as follows ; 

1. 
Je pense que vous Parlekez, 

I THINK THAT YOU wlU SJ^eok, 

Je presume que vous Parlerez. 

I PRESUME THAT YOU wUl Speok, 

J''espere que vous Parlerez. 

I HOPE THAT YOU wUl Speok, 

Jepensais que vous Parleriez. 

I THOUGHT THAT YOU WOulcl 



Here the dependent or second Verb is in the Future Tense of the Indica- 
tive, or, in the last instance, in the so-called Conditional. 

2. 

Je desire que vous Parliez. 

I DESIRE THAT YOU sllOuld Sl^eok, 

Je prefere que vous Paiiliez. 

I PREFER THAT YOU sllOuld Speok, 

Je desirais que vous Parlassiez. 

I desired that you sliould speak, 
Here the Subjunctive Present occurs instead, or, in the last instance, the 
Preterit or Imperfect of the Subjunctive. 



TREATISE ON THE MODES. 173 

In the first case, the Future-Form, Vbus jparlerez^ is the same as would 
be used if it stood alone as an assertion or affirmation of a future action 
of speaking. Observe, however, that it is not here used to affirm any- 
thing^ but merely to name an action concerning which a judgment is 
affirmed by the other Verb Je pense. It is, therefore, lilce the Infinitive 
and Subjunctive Modes, in this respect, and, still, it retains the Indicative 
Form ; while, in the second case, the Form Que vous parliez is a Subjunc- 
tive Form. The same change takes place in the English Idiom, from 
Will spealc to Should speak^ or Would speak. 

The reason of this difference lies in the nature of the idea expressed 
by the first Verb. What one thinks or presumes is about to happen has 
in it, to the mind, such a degree of prospective certainty that the sense or 
feeling of fitness is not shocked by naming it in that form of expression 
which is applied to foretelling, or asserting positively a future event. 
Hence, the Future Indicative is used after the Verbs Je pense and Je pre- 
sume. Even an event which is hoped for assumes to the mind so much 
of future reality, that the same Form is used for naming it, at least always 
in French. In English, the same Form is tolerated after the Verb / hope^ 
but we also say, I hope that you may spedk^ showing a fluctuation in this 
ijistance between the choice of the Indicative Future and the Subjunctive. 

In the second case, events which are merely desired or preferred are 
not viewed as having actual future certainty at all. Hence, to apply to 
them a Form of the Verb which is also used for asserting or affirming 
future events seems inappropriate. Hence, again, the Subjunctive Mode 
— that Form of the Verb especially fitted to avoid assertion, and never 
used to assert or affirm — is chosen instead. Therefore w^e say, Je desire 
or Je pre/ere que vors parliez, and in English, / desire or prefer that 

YOU SHOULD SPEAK. 

The general rule on this subject therefore is that : 

The Subjunctive is used, in French, after a Verb or word or phrase 
expressing wish^ desire^ will^ cominaiid^ order^ duty^ oUigatioa^ wonder at, 
surprise^ doult^ fear, negation, interrogation, want, permission, necessity, 
impossibility, uncertainty, and, in fine, in every dependent position in 
which that upon which the action depends does not imply certainty or a 
strong degree of confidence as to the reality of the event so named in the 
dependent Clause ; and unless the idiom prefers the Infinitive Mode 
instead. 

Its use, in English, is not so extensive, nor its formation so well marked 
and regular. We more frequently adhere to Indicative Forms where the 
sense would be better served by a Subjunctive or non-affirming Form. 

The Student will still require aid, such as is given in the Lessons, in 
making the correct application of the above comprehensive rule, and will 
meet with some caprices of the Language, which can only be learned 
arbitrarily. 

It is all the more important to learn well the use of the Subjunctive 



174 FIRST COURSE. 

Mode, since the diffioulty cannot be avoided in Erench, as it may "be in 
English, by a more frequent use of the Infinitive Mode instead of it. 
Thus, we often say, / desire you to speak, I prefer yotj to speae:, etc. ; 
but, in French, the Subjunctive Mode must always be used in these and 
similar expressions. 

To complete a view of this subject, we must make an additional 
remark upon the so-called Conditional. The most common use of this 
Form is that from which it takes its name and in which it is followed by 
a conditional Conjunction (Si, If, or some equivalent word, such as Pno- 
viDED, In case that, etc.), as has been already explained. In this use, 
there is more propriety in considering it as a distinct Mode ; but there is 
another use of the same Form in which its sense is not at all conditional, 
and in which it is a veritable Future Tense-Form of the Indicative. This 
is a curious and unexplored point in Grammar, and requires attention. 
The examples are before us. 

In the phrase, Je pensais que wus parleriez, / ihouglit that you would 
SPEAK, Farleriez or Would speak has no Conditional meaning whatsoever, 
but is a real Future relatively to a past point of time indicated by the Past 
Tense of the governing Verb Je pensais, I thought. It corresponds 
precisely to the Future, Parlerez, "Will speak, except in the point of time 
from which the futurity is dated : in one instance from the Past, and, in 
the other, from the Present, (or it may be even the Future.) 

This accounts for the near relationship which, in both Languages, 
exists between the form and nature of the Future Indicative and this so- 
called Conditional. This last is, in such cases, a Eetrospective Future 
(Indicative), or a Future correlatively to Past Time. 

When the governing Verb in the Past Time is one of those which 
require the Subjunctive Mode after it, then tile so-called Preterit Subjunc- 
tive takes the place of the so-called Conditional (really Past-Future) Form ; 
thus, Je desirais que vous paelassiez, I desired tJiat you should speak. 
Hence, there is also a parallelism or relationship between these two 
Tense-Forms. The reason of this is that the Subjunctive Forms all have 
a degree of futurity relative to the time of the desire or other sentiment 
which bears upon the action or event which they name. Hence, the Pre- 
terit or Past Subjunctive is also a real Past-Future Tense. 

It is hoped that this complicated subject has now been placed in a 
clearer light than ever before, and one equally interesting to the scientific 
Grammarian as to the Learner. 

The Imperative Mode has been sufficiently described in a previous 
Observation. We may now dismiss the Theory of the Modes as un fait 
accompli, a THiNa done. 



SECOND COURSE. 



FIRST LESSON OF THE SECOND COURSE. 

THE THIBD PEESONS OF VERBS. 



he is speaking, he speaks. 

is he speaking? does he speak ? 

she is speaking, she speaks. 

is she speaking ? does she speak ? 

is he speaking ? does he speak ? 
is she speaking ? does she speak ? 

is she not speaking ? does she not 



they are speaking, they speak, 
they are speaking, they S23eak. 

are they speaking ? do they speak ? 
are they speaking ? do they speak ? 

are they speaking ? do they speak? 
are they speaking ? do they speak ? 

are they not speaking? do they 

not speak ? 
are they not speaking? do they 

not speak ? 

whom does he embrace ? 

he is only embracing his toy. 

what does she embrace, my dear 

little one ? 
Bhe embraces the dolL 

doll. 

does he like ? he likes, 
does she teach ? she teaches. 



il parle. 
parle-t-il ! 


(Obs. 1.) 
(Obs. 2.) 


elle parle. 
parle-t-elle ? 


(Obs. 1.) 
(Obs. 2.) 


est-ce qu'il parle ? 
est-ce qu'elle parle ? 




ne parle-t-elle pas ? 

ILS. 




ELLES. 

ils parlent. 
elles parlent. 


(Obs. 3.) 


parlent-ils ? 
parlent-elles ? 




est-ce qu'ils parlent ? 
est-ce qu'elles parlent ? 


(Obs. 2.) 


est-ce qu'elles ne parlent 


pas? 


ne parlent-ils pas ? 




qui embrasse-t-il ? 

il n'embrasse que son joujou. 


qu'embrasse-t-elle, mon 

tit? 
elle embrasse la poupee. 


cher pe- 


poupee. 


(Fem.) 


aime-t-il ? il aime. 
enseigne-t-elle ? elle enseigne* 



176 SECOND COURSE. 



do they study ? they study. 
do they admire ? they admire. 

whom does he strike ? 
whom does he strike ? 

what does he pull off? 

he pulls off the coat button. 

the coat button. 



etudient-elles ? elles etudient. 
admirent-ils ? ils admirent. 

qui frappe-t-il ? 

qui est-ce qu'il frappe ? 

qu^est-ce qu'il arrache ? 

il arrache le bouton de I'habit. 

le bouton de I'habit. 



FIRST EXERCISE OF THE SECOND COURSE. 

1. Does she speak French? — She does speak French very well. 

2. Does he speak it well, too? — He does speak it well enough. 

3. Do they teach Italian? — They do not teach it. 4. Why do 
they not study it ? — They do not study it because they do not like 
it. 5. What is she embracing, Paul ? — She is embracing her toy. 
6. Whom do they strike ? — They strike nothing but the wooden 
horse. 7. Does she like the toy ? — She does not like it at all. 



OBSEEVATIONS. 

1. II, He, is the Personal Pronoun Masculine Sinj^urar, and FUe, She, 
the Personal Pronoun Feminine Singular, of the Third Person. 

The respective Plurals of these two Prononns are formed by adding an 
s to the Singular : Ilj lU, They, (when speaking of Males or objects in the 
Masculine Gender,) Ulle, Files-, They, (when speaking of Females or ob- 
jects in the Feminine Gender.) 

2. In the Interrogative Form, with II, and File, the inversion of the 
Verb and Pronoun takes place as in other cases, and, in addition, a ^ is in- 
serted between the Pronoun and the Verb, connected by hyphens, to avoid 
the hiatus produced by the meeting of the two Vowels : thus, Pay^le (-t-) il ? 
FarU{-t-)elU? Ftudie{-t-)il? Ftudie {-i-) elle ? 

The Third Person Plural ending in t, no such euphonic Letter is needed : 
Pa?'lent-ils f Farlent-elles f 

Est-ce que is used with both the Singular and Plural of the Verb in all the 
Persons ; the other Interrogative form is, however, used more frequently, 
except in the First Person Singular, Fst-ce queje . . . 

3. Two new Persons of the Verb are introduced into this Lesson : the 
Third Person Singular and the Third Person Plural. The former does not 
offer any variation in the form of the Verb from the First Person Singular. 

The Third Person Plural is formed from the Participle Present by 
changing ant into ent, >Ve may add that all Third Persons Plural of tho 
Verb have their termination in ... 72^. 



SECOND LESSON, 



177 



ms. 

HER. 
THEIR. 



SECOND LESSON OF THE SECOND COURSE. 

THE PRONOUNS Sou^ sa, scs / Leu7'^ leurs^ etc. 

SON. 



^ 



his, her gran^ther. 
their brotherJl^ 

does he relat^-j^i*^ 

he relates hi^-lik^fe^Ty^ to his wife. 

his wife. 



^ 



ms, HER. 
HIS, HER. 
THEIR. 

his, her ssvord'^/^, 
his, her dauakfery 
their seam^^«C^* 

does he practice his system in his 

school ? 
he practice«r it. 
/' ) 
school. /^ 

ms, HER. ^**-^' 

THEIR. 

his, her marbles, 
his pencils. 

has he ? has she ? 
he has, she has. 

they have, 
have they ? 

their baskets. 

their pencils in their pockets. 

has he something else ? 

he has something else entirely. 

have they something else ? 
they have nothing else. 

SOMETHING ELSE. 
SOMETHING ELSE ENTIRELY. 
SOMETHING ELSE. 

NOTHING ELSE, NOT . . . ANYTHING 

ELSE. 



(Obs. 1.) 



pocket. 



SON. 
LEUR. 

son grand-pere. 
leur frere. 

raconte-t-il ? 

il raconte son histoire a sa femme. 

sa femme. 

SON. 

SA. 
LEUR, 

son epee. (Obs. 1.) 

sa fille. 

leur coutm^iere. 

pratique-t-il son systeme dans son 

ecole ? 
il le pratique. 

ecole. (Fern.) 

SES. 
LEURS. 

ses marbres. 

ses crayons. (Obs. 1.) 

a-t41? a-t-eUe? 
il a, elle a. 

ils ont, elles ont. 
ont-ils? ont-elles? 

leurs paniers. (Obs. 1.) 

leurs crayons dans leurs poches. 

a-t-il autre chose ? 
il a tout autre chose. 

cnt-ils quelqu'autre chose? 
elles n'ont rien autre chose. 

autre chose. 

tout autre chose. 

quelqu'autre chose 

ne . . . rien autre chose. 



12 



poche. 



(Fern.) 



178 SECOND COURSE. 



marble, 
basket. 

he bas sometMng else good, 
has he anything else good ? 
she has nothing else good to eat. 



marbre. 
panier. 

il a autre chose de bon. 
a-t-il quelqu'antre chose de bon ? 
elle n'a rien autre chose de bon a 
manger. (Obs. 2.) 



SECOND EXERCISE OF THE SECOND COURSE. 

1. Has he his marbles in his pocket? — He.has them in his 
pocket. 2. Does he love his daughter very much ? — He does love 
his daughter very much. 3. He is narrating [relatiri^ these facts 
to his niece. — Is he narrating them to her niece? 4. Does he 
break his sword on the floor ? — Where and how does he break it ? 
5. Does she practice her system in her school ?-^ri believe she 
does [that yes]. 6. Does he strike his brother for nothing ? — I do 
not think it. 7. What system do they practice in their school ? — 
They practice none [of them]. 8. Have they anytKing else in 
their pockets? — I believe that they have not anything else. 9. 
Does he dance this evening in the great hotel ? — They do not dance 
this evening. 10. Why do they not dance? — Why do they not 
sing every night ? 

OBSEEVATIONS. 

1. Son is a Possessive Adjective Pronoun of the Third Person, as 
Mon is of the First and Votive of the Second Person. (Lesson 3, Obser- 
vation 2, 1st Course.) Being a Pronoun, the Noun to which it relates, 
that is, the name of the person or object referred to, is always mentioned 
or made known before this word is used, so that there is no dif^culty in 
knowing whether it means His, Her, or Its. The French language has 
not the exactness of the English in this respect, as the Pronoun Son itself 
does not point out the Gender and Number of the Person or object re- 
ferred to, as His, Her, and Its do. 

Son is used with a Noun Masculine, and also before a Noun Feminine 
beginning with a Vow^el, and means either His, Her, or Its (and even 
Their, when referring to Chacun for example), according to the Gender and 
X^umher of the Person or object to which it relates. This difference be- 
ifween the two Languages must be well observed. 

Sa is used before a Feminine Noun beginning by a Consonant ; with 
the same meanings as Son in tlie other cases mentioned in the preceding 
paragraph. 

Ses is used also in the same sense, before all Nouns, Masculine or Femi- 
nine — which are Plural — no matter with what letter tlicy may begin. 



THIRD LESSOJT. 



179 



Leur is the regular Possessive Adjective Pronoun for Their, before a 
Noun Masculine or Peminine Singular, and Leurs^ before all Nouns in the 
Plural. 

2. With Autre cTwse, Qudqu' autre cTwse^ iV^ . . . rien autre cJiose, followed 
by an Adjective, de is inserted between those locutions and the Adjective : 
thus, Autre chose de bon. SoiiEXHixa else good. 



THIRD LESSON OF THE SECOND COURSK 
THE PKONOUNs Le sieji, Le leur^ etc. 



HIS. 


LE SEEN. 






HERS. 


LE SIEN. 






THEIRS. 


LE LEUK. 






IS IT. ., ? IS THAT. . . ? 


EST-CE . . . ? 






is it mine or his? 
it is mine. 


est-ce le mien on le sien 
c'est le mien. 


1 




IT IS. . . 


c'est. . . 


- 




is it my basket ? 
it is his. 


est-ce mon panier? 
c'est le sien. 


{Obs. 


1.) 


is it my bag ? 
no, it is theirs. 


est-ce mon sac ? 
non, c'est le leiir. 


(Obs. 


1.) 


is it my skate? 
is it theirs ? 


est-ce mon patin ? 
est-ce le lenr ? 






your fath2r is in the room, 
he is in ij. 


votre pere est dans la chambre 
il y est. 


• 


IN IT. 


Y, 






is he there? 
is he there ? 


est-il la? 
y est-il ? 


(Obs. 


2.) 


^--our parents are in the hall, 
they are in it. 
are they in it? 


vos parents sont dans la salle. 

ils y sont. 
y sont-ils ? 




he is, she is. 
is he ? is she ? 


il est, elle est. 
est-il? est-elle? 






are they? 
they are. 


sont-ils? sont-elles? 
ils sont, elles sont. 






HIS. 


LA sienne. 






UERA. 


LA SIENNE. 






THF.mS. 


LA leur. 






here is his, her, ruler, 
there is his, hers. 


voici sa r^gle. 
voila la sienne. 


(Obs. 


1.) 


where is theirs ? 


ou est la lenr ? 


(Obs. 


1.) 



180 



SECOND COURSE. 



HIS, HERS. 
THEIRS, 

here are his baskets, 
here are his. 

here are his slippers, 
here are his. 

there are theirs. 

slipper. 

paletot [a species of coat]. 

does the tailor carry away ? 
his paletots. 

he carries his away. 

he carries away nothing but his. 

does he not carry away theirs 

also? 
they do not carry away theirs. 

a penknife, 
quite new. 
does he sharpen ? he sharpens. 

does he eat a good deal ? 

does the journeyman like eating? 

he eats pretty well. 

PRETTY MUCH, PRETIT WELL. 

does he apply this principle in 

his last volume ? 
does he not apply it ? 

his seventh, 
his eighth. 

seven, 
eight. 



(Ob& 1.) 

(Obs. 1.) 

(Obs. 1.) 

(Fern.) 



LES SIENS, LES SIENNES, 
LES LEURS. 

voici ses paniers. 
voici les siens. 

voici ses pantoufles. 
voici les siennes. 

voila les leurs. 

pantoufle. 
paletot. 

le tailleur emporte-t-il ? (Obs. 3.) 
ses paletots. 

il emporte les siens. 

il n'emporte que les siens. 

n'emporte-t-il pas les leurs 5 Assi ? 

ils n'emportent pa,s les leurs, 

un canif. 

tout neuf. 

aiguise-t-il ? il aiguise. 

mange-t-il beaucoup ? 

le compagnon aime-t-il a manger? 

il ne mange pas mal. 

pas mal, 

applique-t-il ce principe dans son. 

dernier volume ? 
ne Tapplique-t-il pas ? 

son septieme. 
son huitieme. 

sept. 
huit. 



THIRD EXERCISE OF THE SECOND COURSE. 

1. Does he sharpen an entirely new penknife ?— He does sharpen 
it. 2. Do they sharpen the six penknives? — They sharpen them. 

5. Here is her ruler. Where is hers ?— Here it is. 4. Does the 
boy carry away my slippers ? Does he carry them away ? What 
is he carrying away ? — He carries away nothing but your shoes. 5. 
Does he not carry away anything else ?— I believe not [that no], 

6. Is your grandfather in his room ?— He is there [in it]. 7. Does 
the girl like to eat very much ?— She eats pretty much. 8. Is that 
your new knife ? — It is my new knife. 



FOURTH LESSON. 181 

OBSEKVATIONS. 

1. The same remark that was made, iu the Observations in the preced- 
ing Lesson, on the Pronoun Son^ holds good of Le sien^ His, Hees, Its, 
which is the Absohite Possessive Pronoun of the Third Person, as Le 
murij Mine, is of the First, and Ze lotre, Youes, of the Second. (L. 3, 
Obs. 5.) Whether it means His, Heks, or Its, must be known by the cur- 
rent of the discourse. 

Ze sien, His, Hees, Its, stands for a Noun in the Masculine Singular, 
which would follow and be expressed it' Son, were used instead. 

Za sieiine^ Hls, Hees, Its, for a Noun in the Feminine Singular, which 
would follow and be expressed if Za were used instead. 

Zes siensj His, Hees, Its, for a Noun in the Masculine Plural, which 
would follow and be expressed if Ses were used instead. 

Zes sknnesy His, Hees, Its, for a Noun in the Feminine Plural, which 
would follow and be expressed if Ses were. used instead. 

Ze leur, Theies, for a Noun in the Masculine Siugular, which would 
follow and be expressed if Zeu?' were used instead. Za leu?', Theies, for a 
Noun in the Feminine Singular, which would follow and be expressed if 
Zeu?' were used instead. Zes lews, Theies, for the Plural, either Mascu- 
line or Feminine, which would be expressed if Zeu7's were used instead. 

2. Eemember that whether ^ is a Pronoun or an Adverb, it always pre- 
cedes the Verb : y est-il f Is he theee ; Zl y est, He is theee. 

3. The tailoe caeeieS he away? Such is the literal translation of 
this phrase. The rule in French is, that when the subject of the Verb is 
to be expressed in an interrogative phrase, it is first named by the Sub- 
stantive as in the present example : Ze tailleur, and then the Pronoun is 
put after the Verb, and made to refer to the Substantive as its Antecedent 
already named. 

The Pronoun must agree in Gender and Number with the Subject. 
Observe the great difference between the two Languages in this particular. 
In English the subject follows the auxiliary Verb do, and the Peisonal 
Pronoun is 2Dt used at all. 



> o > 



FOURTH LESSON OF THE SECOND COURSE. 

THE PEONOUNS Ze, la, les, {Regime Direct,) etc. 

LE, l' 



HIM. 

HETL 

them (male or female). 

does he count, reckon him ? 
does she count her? 
do they count them? 



LA, L 

LES. (Obs. 1.) 

le compte-t-il ? 

la compte-t-elle ? 

les compteiit-ils, les comptent-elles? 



182 



SECOND COURSE. 



does she buy any wood? 
does he burn coal ? 

does he send wood or coal ? 
he sends me, 

coal. 

does he pay me for his portfolio ? 
he pays me for it [it to me]. 

do they pay this working woman ? 

cash. 

no, they do not mj^he^ (^asj\., y 

on trust; ^ V j 

next spring, 
next year. 

next. 

on what instrument does your son 

play? 
he j)lays on the violin^ 
does he only play on the violin ? 

does she not play the piano also ? 

on the clarionet. * 

on the violin. 

has your father-in-law got back ? 
he got back an hour ago. 

to be back, to get back, to have 
returned. 

how long ago did the scholars 

get back ? 
they are back, they have got back, 

they have returned. 

where does he go ? 
where does Mr. Peter go ? 

when does she go away? 

does Mr. Peter go to the college ? 
how long has Mr. Peter been go- 
ing there ? 
is he going there ? 

these gentlemen are going to the 

concert, 
are they going there ? 

are these ladies going away? 
are they going away? they are 
going away. 



achete-t-elle du bois? 
brule-t-il du charbon ? 

envoie-t-il du bois ou du charboa ? 
il m'envoie. 

charbon. 

me paie-t-il son portefeuille ? 
il me le paie. 

paient-ils cette ouvriere ? 

argent comptant. 

n6n,.ils ne la paient pas argent 
y^-Gomj[)tant. 

a credit. 

le printemps prochain. 
I'annee prochaine. 

prochain, prochaine. 

de quel instrument votre fils joue- 

t-il? 
il joue du violon. 
ne joue-t-iLque du violon ? 

ne joue-t-elle pas aussi du piano ? 

de la clarinette. 

du violon. 

votre beau-pere est-il de retour ? 
il est de retour depuis une heure. 

etre de retour. 

depuis quand les ecoliers sont-ils 

de retour ? 
ils sont de retour, 

ou va-t-il ? 

ou monsieur Pierre va-t-il ? 

quand s'en va-t-elle ? 

monsieur Pierre va-t-il au college ? 
depuis quand monsieur Pierre y 

va-t-il ? 
y va-t-il ? 

ces messieurs vont au concert. 

y vont-ils ? y vont-elles ? 

ces dames s'en vont-elles? 
s'en vont-ils ? ils s'en vont. 



'% FIFTH LESSON. 18S 

FOURTH EXERCISE OP THE SECOND COURSE. 

1. Does your daughter only play on the piano ? — She only plays 
on the piano. 2. Does she not play on the violin? — No, Sir, but she 
sings very well, 3. Where does his father go ? — He is going to 
Paris next year. 4. Is he going away now, or next week ? — He is 
going away next week. 5. Does he pay for my portfolio ? — Does 
he pay me for it ? Does he pay cash for it ? — He buys it on trust. 
6. Does he reckon her ? — He does reckon her. 7. Does she burn 
the child ? — She burns him. 8. Has your grandfather returned 
from the country ? — He has returned. How long since ? — Eight 
days ago. 9. How long since did the pupil return from the city ? 
— Seven months ago. — I thank you. 



OBSERVATIONS. 

1. In the first Course, (L. 29, Obs. 1,) it was seeu that i>, la^ l\ les, 
are used for It, Them, when relating to things. There is still another set 
of meanings for Ze, ^, r, les: these little words stand also, Le for Hi]u:, La 
for Her, Z' for Hm or Her, and Les for TnEii. 

The reason of this is, that, there being only two Genders in Erench, 
they make no distinction between It and Him, or It and Her. If the 
Noun referred to is in the Masculine Gender and Singular, it is equally 
signified therefore by Le^ whether you should say Him, which you should do 
if it were Masculine, or It which you should do if in English it were 
Neuter. So of La and Les, In other words, the Erench always say either 
Him and Them, or Her and Them, when speaking of tilings as well as when 
speaking of persons, while in English, a distinction is made in the Singular 
Number and they say, for things, It and Them. 



FIFTH LESSON OF THE SECOND COURSE. 

THE PRONOiTNs Lui, Leuv, {Regime Indirect,) eto. 



TO HIM. 

to her. 

TO them. 

does he relate sometimes his ad- 
venture to him, to her ? 

does she relate her voyage to 
him, to her? 

what are they relating to him, 
to her ? 



LUL 
LUL 

leur. 



lui raconte-t-il quelquefois son 
aventure? (Obs. 1.) 

lui raconte-t-elle son voyage 

que lui racontent-ils ? 



184 



SECOND COURSE. 



what do they relate to them ? 

does he introduce the gentleman 

to madam ? 
he introduces him to the young 

lady. 

does he introduce this English- 
man to him, to her? 

does he introduce this German 
to them ? 

the Russian. 
the American, 
the Hungarian. 

is he speaking to him of the Rus- 
sians ? 

sh.e names that American to him. 

are they speaking to them of the 
Hungarians ? 

does she throw her doll out of 

[through] the window ? 
she throws it out of the window. 

does madam call the servant ? 

yes, she calls him. 

window. 

the domestic, servant. 

are they wiping off the child's 

hands ? 
is she wiping off his hands ? 

is he sending money to his son ? 
does he send some money to him ? 

do they send some shoes to them ? 

is he peeling the apple of the 

little one ? 
is he peeling his, her, apple ? [for 

him]. 

are they peeling some apples for 
them? 

is the upholsterer taking away 

his carpet? 
does he take away his carpet 

from him ? 

for what reason? what is the rea- 
son? 

for what reason does he take it 
away ? 



que leur racontent-elles ? (Obs. 1.) 
presente-t-il monsieur a madame ? 

il le presente a mademoiselle. 

lui presente-t-il cet Anglais ? 
leur presente-t-elle cet Allemand i 

le Russe. 
I'Americain. 
le Hongrois. 

lui parle-t-il des Russes ? 

elle lui cite cet Americain. 
leur parlent-ils des Hongrois ? 

jette-t-elle sa poupee par la fe- 

netre ? 
elle la jette par la fenetre. 

madame appelle-t-elle le domes- 

tique ? 
oui, elle Tappelle. 

fenetre. (Fem.) 

le domestique. 

essuient-ils les mains de I'enfant ? 

lui essuie-t-elle les mains ? (Obs. 2.) 

envoi e-t-il de I'argent a son fils ? 
lui envoie-t-il de I'argent ? 

leur envoient-elles des souliers ? 

est-ce qu'il pele la pomme de la 

petite ? 
est-ce qu'il lui pele sa pomme ? 

est-ce qu'ils leur pelent des pom- 
mes? (Obs. 3.) 

est-ce que le tapissier enleve son 

tapis ? 
lui enleve-t-il son tapis ? 

pour quelle raison ? 

pour quelle ra!«on I'enleve-t-il ? 



FIFTH LESSON. 



185 



■\rHAT 13 IT? 

what's that? 

WHAT DOES that 3^IEAX ? 

WHAT IS IT? 

WHAT IS THE MATTER? 

that is it. 

nothing, it is nothing, there is 
nothing, no matter. 

it does not mean anything, that 
means nothing. 



QU'EST-CE « 

qu'est-ce que cela? 

Qu'eST-CE que CELA SIGNIFIE? 
QU'eST-CE QUE c'eST? 
QUV A-T-IL ? 

c'est cela. 
il n'y a rien. 

cela ne signifie rien. 



FIFTH EXERCISE OF THE SECOND COUESE. 

1. Does the pupil repeat his lesson? — Does he repeat it by 
heart? 2. Do they send him any money? — They do not send him 
any money. 3. What is it ? — That is it. 4. Does madam call the 
servant ? Does she call him by his name ? 5. What is the matter? 
— Nothing. 6. The little girl always throws her toy through the 
window. What is the reason? 7. Does the employer give him 
any money ? — He does not give him any money at all. 8. Do they 
introduce those Americans to those young ladies? — They introduce 
those Russians to them. 9. What does that mean ? — It does not 
mean any thing. 10. Does the servant wipe off the hands of the 
children? 11. Does he wipe off [to them] their hands? 12. 
Does her mother send her any money ? — She does send her a good 
deal of money, from time to time. 13. What is it, pray? — It is 
nothing. 14. Farewell. — Good day. 



OBSERVATIONS. 

1. It must be remembered that Me means Me, simply, and also To me 
or r(.R ME. It must not be concluded by analogy, however, that Ze means 
To HIM also, or For him, etc., in the Third Person, On the contrary, Jyui 
is us3d to mean To him. To her. To it, or For him. For her. For it; and 
Leur^ meaning To them, or For them, whether To, For, is expressed or not. 

This Zeur must not be confounded with the Pronoun Zeur^ Their. 
When used with the signification of To them, it never takes an 5, although, 
in this sense, it relates to, or concerns, a Plural Noun only. 

Mcj Vous ; Ze^ la, l\ les, as Pronouns, meaning Me, You ; IIim, Her, 
It, Them, denote persons or objects upon which the action of the Verb 
f.\lls directly, as /? me ,/r«/?/;^, He strikes me ; and are, for that reason, 
denominated the Direct Begimen (Regime Direct) of the Verb. 



186 



SECOND COURSE. 



Me^ Vous; Lui^ leur, meaning To or For me ; To or For tou ; To or For 
HIM, HER, or IT ; To or for them, denote persons or objects to which the 
action of the Verb relates less directly, but upon which it does not imme- 
diately fall. They are therefore called the Indirect Kegimen of the Verb 
(Regime Indirect). The same difference may be made with reference to 
Nouns. It is the diiference between the Accusative and the Dative Case 
in the Latin and other Languages. It is only important to notice it in 
French, however, with reference to the Pronouns, where it must be known, 
for various grammatical reasons. 

2. Lui and Leur occur in French, frequently, in the sense of To or For 
HIM, her, it; or To or For them, when their equivalents are entirely 
omitted in English. This happens especially when a part of the body is 
mentioned, and the turn of the phrase made quite different in the two 
Languages. The same remark extends to Me, vous, (Eegime Indirect.) 

3. All the rules relative to the Verbs in . . . yer, . , . eter, eler, e . ,er, 
€ . . er, given in the First Course, must be observed with regard to the other 
Persons as well as those given there. Those in . . . yer, change y into i. 
Verbs in . . . eUr or . . . eUr double the Consonant, or e is changed into 6, 
and the others me,,.er, e.. , er change e into k 



SIXTH LESSON OF THE SECOND COUKSE. 



the infinitive and future. 



does he leave off sitting up with 

this sick person ? 
does he condescend to consult his 

lawyer? 
do they engage them to dig the 

garden with a mattock before 

sowing ? 

to cease, to leave^off. . . 

to engage to 

to deign, to condescend to . . . 

sick person, 
a patient. 

on, about this, that, subject. 
with respect to this, that. 

will they consult the one? 

will they not consult the other ? 

will they close all the blinds \ 

will they close them all ? 
will she close these? 
will he close the others ? 



cesse-t-il de veiller ce malade ? 

daigne-t-il consulter son avocat? 

les engagent-elles a piocher le jar- 
din avant de semer ? 

cesser de . . . 
engager a... 
daigner. . . 

malade. 
un patient. 

a ce sujet. 
a cet egard. 

consulteront-ils Tun ? 

ne consulter ont-elles pas I'autre? 

fermeront-elles toutes les per- 
siennes ? 
les fermeront-ils toutes ? 
fermera-t-elle les unes ? 
fermera-t-il les autres \ 



SIXTH LESSON. 



187 



Tvill they close one without clos- 
ing the others ? 

will she aYoid the ones ? [some of 

them], 
will he meet the others ? 

will they avoid the ones [some of 
tliem] without meeting the 
others ? 

attorney, lawyer. 

INCESSAISTLY. 

WITHOUT INTEa:MISSI0N. 

will he send his clothes by the 
servant ? 

on what side will she go ? 
she will go on this side. 

will she go away the day after 

to-morrow ? 
will they go away the day after 

to-morrow ? i 

THE OXE. 
THE OTHER. 
THE ONES. 
THE OTHERS. 

will he buy some paper when he 

goes to the stationer ? 
will he buy a ream of it? 

a rea-m. 

they will only buy a quire of it. 

a quire. 

a sheet. 

blind, window-blind. 

the [female] servant. 

THE DAY AFTER TO-MORROW 

place. 

will she try on her shoes in the 

store ? 
will they try them in the store ? 

store. 

will he spell this word like the 

other? 
will they spell it like the other ? 



fermeront-ils les unes sans fermer 
les autres ? 

evitera-t-elle les uns ? 

rencontrera-t-il les autres ? 

eviteront-elles les uns sans ren- 
contrer les autres ? 

avocat. 
sa7is cesse. 
sans reldche. 

enverra-t-il son linge par la ser- 

vante ? 

de quel cote ira-t-elle ? 
elle ira de ce c6te-ci. 

s'en ira-t-elle apres-demain ? 
s'en iront-elles apres-demain ? 

l'un, l'uxe. 

l' AUTRE. (Masc. Fern.) 

LES UNS, LES UXES. 
LES AUTRES. 

achetera-t-il du papier lorsqu'il 

ira chez le libraire ? 
en achetera-t-il une rame ? 

une rame. 

ils n'en acheteront qu'une main. 

une main. 

une feuille. 

persienne. (Fem.) 

la ser vante. (Fem.) 

apres-demain. 

endroit. 

essaiera-t-elle ses souliers dans la 

boutique ? 
les essaieront-elles dans la bcu« 

tique ? 

boutique. 

epellera-t-il ce mot comme I'autre ? 

I'epelleront-ils comme I'autre ? 



188 



SECOND COURSE. 



SIXTH EXERCISE OF THE SECOND COURSE. 

1. Will he buy a ream of paper when he goes to the stationer's 
[house]? Will he not buy a ream of it? 2. Will they not con- 
sult their lawyers on this subject ? — They will consult them about 
that subject. 3. To what place will they go? — They will go to 
this place. 4. Will she spell this word like the other ? — She will 
spell that one like the other. 5. Will he try on his shoe in the 
shop ? — ^He would try it on if . . . 6. He will close the blinds early 
to-night. — Will he close them early? — For what reason? 



OBSERVATIONS. 

1. The other Persons, of each Tense-Form, are usually iS^e from the 
same Eoots as the two Persons illustrated in the First Course, by appro- 
priate changes of the Termination; the Future from the Infinitive, etc. 
The few exceptions will he noticed as we proceed. 

The Third Person Singular of the Future is formed from the Infinitive by 
adding a : Consulter^ To consult, II consulter-x^ He will consult ; and the 
Third Person Plural by adding out: lis consulter-o^i:^ They will consult. 



SEVENTH LESSON OF 

THE CONDITIONAL AND 

would he eat more cake if he had 

any ? 
would she eat cakes if she had 

some now ? 

would she eat, if . . . ? she would 

eat. if . . . ? 
they would eat, if . . . ; would tliey 

eat, if . . . ? 

they were eating. 

they had. 

they would have if. . . 

nine. 

ninth. 

would they go one without the 

other ? 
would they work one without the 

other ? 

ONE WriHOUT THE OTHER. 

ONE, THE ONES [sOME], WITHOUT THE 
OTHERS, WITHOUT ONE ANOTHER. 



THE SECOND COURSE. 

ILCPERFECT INDICATIVE. 

mangerait-il encore du gateau s'il 

en avait ? 
mangerait-elle des gateaux si elle 

en avait maintenant ? 

mangerait-elle si ... ? elle mange- 
rait si. . . 

ils mangeraient si . , 
raient-ils, si ,~\ . ? 

ils, elles mangeaient. 

ils, elles avaient. 

ils, elles auraient si . . . 

neuf. 

neuvieme. 

iraient ils Tun sans I'autre ? 

travailleraient-ils Tun sans Tantre ? 

l'un sans l'autre. 

les uns sans les autres. 



mange - 
(Obs. 1.) 

(Obs. 2.) 



SEVENTH LESSON. 



189 



to be -warm, 
to be cold. 
to be sleep}'. 

would he be -warm ? 
would she be cold ? 
would they be sleepy ? 

would he send his children to 
Havre if he loved them less ? 

would he send them thither if he 
loved them less ? 

HIM THERE, HER THERE. 
THEM THERE. 

would she not buy this gown if 
sheHkedit? 

would she go away now if she 
had money ? 

would the dog bark if he did not 
strike him ? 

would they catch cold if they 
came in early ? " 

a cold. 

a cold in the head. 

to Havre. 

gown. 

to come in again, to come in. 

to spend one's time in . . . 

WriHOUT DOUBT, UXDOTJBTEDLT. 



avoir chaud. 
avoir froid. 
avoir sommeil. 

aurait-il chaud ? 
aurait-elle froid ? 
auraient-ils sommeil ? 

enverrait-il ses enfants au Havre 

s'il les aimait moins ? 
les y enverrait-il s'H les aimait 

moins? (Obs. 1.) 

l't. 

LE3 T. 

n'acheterait-elle pas cette robe si 
elle I'aimait ? 

s'en irait-elle a present si elle avait 
de I'argent ? 

le chien aboierait-il s'il ne le frap- 
pait pas ? 

attraperaient-ils le rhume s'ils ren 
traient de bonne heure ? 

le rhume de poitrine. 
le rhume de cerv^au. 

au Havre. 

robe. 

rentrer. 

passer son temps a. . . 

sa7is doute. 



SEVENTH EXERCISE OF THE SECOND COUESE. 

1. Would he spend his time in dancing if he studied ? — He 
would not spend all his time in dancing if he studied. 2. "Would 
they try on their shoes in the store if they bought them? — Of course 
they would try them on in the store. 3. Would he buy a ream of 
paper if he had any ? — He would not buy one sheet if he had 
any. 4. Would your nieces go away the day after to-mon'ow if 
they wished it ? — Perhaps. 5. Would your big dog bark if Peter 
was not striking him ? — He would not bark, of course. 6. Would 
one go [one would he go] to the opera without the other ? — They 
would not go one without the other. 7. Would he give me 
nine shillings if he had them ? — He would give them to you un* 
doubtedly. 8. Would he repeat the ninth exercise by heart ? 



190 



SECOND COURSE. 



OBSERVATIONS. 

1. The Conditional is formed from the Infinitive by adding ait for the 
Singular, and aient for the Plural. Eemember to observe the irregularities 
in Verbs in ^ . . yer, etc. Si, If, is elided before II, lis : SHI, SHls, 

2. The Imperfect of the Indicative is formed from the Participle Pre- 
sent by changing ant into ait, and aie?it : Mange ant, II mange ait, lis 
mange aient. The rule respecting Verbs ending in . . . ger and ,. .cer 
should be remembered : e is retained after the g, and c is changed into g, 
wherever the absence of these changes would make the g and c appear to 
have a different Sound, on account of ccming before a or o. 



EIGHTH LESSON OF THE FIRST COURSE. 

THE SUBJUNCTIVE AND IMPERATIVE. 



that he may go [should go, go], 

that she may go [should go, go]. 

that they may go [should go, go]. 

does he like better that his nephew 
should go to the college? 

who doubts that he will go away 
to-morrow, without fail ? 

TO-MORROW PRECISELY, TO-MORROW 
WITHOUT FAIL. 

nobody doubts it [of it], 
who would doubt it ? 
would anybody doubt it? 

TO DOUBT THAT. 

TO LIKE, LIKE THAT, TO APPROVE OF. 

TO DISLIKE, TO DISLIKE THAT, TO 
DISAPPROVE OF. 

does the farmer approve of the 
hired man mowing this field 
of grain ? 

do these journeymen deserve that 
the employer should refuse 
them this service? 

do they deserve it ? 

TO DESERVE THAT. 

cultivator, farmer. 

do these gentlemen prefer that the 
baker should send them good 
bread ? 



qu'il aille, qu'elle aille, 

qu'ils aillent, qu'elles aillent. 

aime-t-il mieux que son neveu aille 
au college ? 

qui doute qu'il s'en aille d^s de- 
main? (Obs. 1.) 

des demain, 

personne n'en doute. 
qui en douterait ? 
quelqu'un en douterait-il ? 

douter que. (Subj.) 

trouver hon que. (Subj.) 

trouver mauvais que. (Subj.) 

le cultivateur trouve-t-il bon que 
Temploye fauche ce champ de 
ble? 

ces compagnons meritent-ils que 
le patron leur refuse ce service ? 

le meritent-ils ? 

meriter que. (Subj.) 

cultivateur. 

ces messieurs pref^rent-ils que le 
boulanger leur envoie de bon 
pain ? 



EIGHTH LESSON. 



191 



that they may send, 
field of grain, corn-field. 

do the young ladies require that 
the mistress should call them 
b}^ their first name ? 

that she should call, that they 
may call. 

TO '^ISn THAT. 

does your uncle wish Louis to re- 
semble his brother with respect 
to intelligence? 

he ardently wishes that he may 
resemble his brother with re- 
spect to intelligence. 

that he may resemble him in that 

respect, 
that he may resemble him. 

to resemble . . . 

with respect to, in point of. . . 

intelligence. 

ardently. 

Louis. 

LET HIM GO AWAY. 

let him go for his cousin, 
let him go for him. 

let them go ; let them go away, 
let her go, let them go. 

let him not afflict his old father 

without reason, 
let him grieve [cause grief to], 

let them grieve. 

WITHOUT REASON. 



qu'ils envoient. 
champ de ble. 

les jeunes demoiselles exigent-elles 
que la maitresse les appelle par 
leur prenom ? 

qu'elle appelle, qu'elles appellent. 

souhaiter que. (Subj.) 

votre oncle souhaite-t-il que Louis 
ressemble a son frere sous le 
rapport de I'intelligence ? 

il souhaite ardemment qu'il res- 
semble a son frere sous le rap- 
port de I'intelligence. 

qu'il lui ressemble sous ce rapport. 

qu'il lui ressemble. 

ressembler a . . . 

sous le rapport de . , . 

intelligence. 

ardemment. 

Louis. 

qu'il s'en aille. 

qu'il aille chercher son cousin, 
qu'il aille le chercher. 

qu'ils aillent ; qu'ils s'en ail lent, 
qu'elle aille, qu'elles aillent. 

qu'il ne chagrine pas son vieux 

pere sans raison. 
qu'il chagrine, qu'ils chagrinent* 

sa7is raison. 



(Fem.) 



(Obs. 2.) 



EIGHTH EXERCISE OF THE SECOND COURSE. 

1. Let him go away. — Very well, let them go away. 2. Let 
them send bread. — Let them send it. 3. Does that journeyman 
deserve that his employer should refuse him that service? — He 
does not deserve that his employer should refuse him that service 
without reason. 4. Does your cousin wish that Louis would re- 
semble his brother in point of intelligence ? — Does he wish that 
Louis should resemble him in that respect ? — He wishes it very 
ardentl3^ 5. Let that young lady call Mary by her first name. — 



192 



SECOND COURSE. 



Let those young ladies call my friends by their own names. 6. 
Does that baker prefer that the tailor should send him good cloth ? 
— The baker prefers that they should send him good cloth. 7. 
Good night, Louis. — Good evening, Miss. 



OBSEKVATIONS. 

1. The Third Persons, Singular and Plural, of the Subjunctive are here 
the same as those of the Present Indicative : II refuse, . . . quHl re/use ; lis 
refusentj . . . quHls re/usent. The Irregular Verb AUe?' makes, however, II 
va, lis xoiit in the Indicative, and ,,,qiCil aille^ .. .quHls aillent in the 
Subjunctive. 

2. The Third Persons of the Imperative are exactly the same as the 
corresponding ones of the Subjunctive. Observe that the Imperative is 
used alone, whilst the Subjunctive must be preceded by a word or pliraso 
fitted for governing the Subjunctive. 



NINTH LESSON OF THE SECOND COURSE. 

REFLECTIVE VERB (fJRST AND SECOND CATEGORIES.) 

SE, s'. (Obs.l.) 



HIMSELF, HERSELF, THEMSELVES ; 
ONESELF, ITSELF ; TO HIMSELF, ctC. 

he cuts his finger, 
she cuts her fingers. 

they wash their faces, 
they wash their hands. 

does he shave (himself) in the 

morning ? 
he shaves (himself) in the evening. 

how is your professor of mathe- 
matics ? 
he is well enough, thank you. 

are your parents always well ? 
they are well, as usual, 

in the morning. 
in the evening. 

will he go long without money ? 

will she go very long without it ? 

they will go without it as long as 
possible. 



il se coupe le doigt. 
elle se coupe les doigts. 

ils se lavent la figure, 
elles se lavent les mains. 

se rase-t-il le matin ? 

il se rase le soir. 

comment votre professeur de ma- 

thematiques se porte-t-il? 
il se porte assez bien, merci. 

vos parents se portent-ils toujours 

bien? 
ils se portent bien, comme a Tor- 

dinaire. 

le matin, 
le soir. 

se passera-t-illongtemps d'argent? 

s'en passera-t-elle tres longtemps ? 

ils s'en passeront aussi longtemps 
que possible. 



NINTH LESSON. 



193 



they will go without this money 
as long as it will be possible 
for them to. 

as long as possible. 

as long as it will be possible for 
them to (do so). 

as long as it will be possible. 

as long as. . . 

possible to . . . 

to do. 

would they get up early if they 

went to bed late ? 
would she not get up earlier if 

she went to bed not so late ? 

do they wonder, after that, that 
children laugh at this monkey I 

TO WONDER THAT. 

let her not wonder at this noise, 
let them not wonder at it. 

let him not hurry to go . . . 

to, at the dancing school, 
to, at the riding schooL 
to, at the swimming schooL 
to, at the polytechnic school, 
to, at the public schools, 
to, at the drawing school. 

let them not be in a hurry to go 
(there). 

drawing. 

mathematics. 

public. 

to be in a hurry to . . . 

AS SDOX AS POSSIBLE. 
AS WELL AS POSSIBLE. 



elles se passeront de cet argent 
aussi longtemps qu'il leur sera 
possible de le faire. 

aussi longtemps que possible. 

aussi longtemps qu'il leur sera 
possible de le faire. 

aussi longtemps qu'il sera possible. 

aussi longtemps que. . . 

possible de . . . (before Inf.) 

faire. 

se leveraient-ils de bonne heure 
s'ils se couchaient tard ? 

ne se leverait-elle pas de meilleure 
heure si elle se couchait moins 
tard? 

s'etonnent-ils, apres cela, que les 
enfants se moquent de ce singe ? 

s'etonner que, (Subj.) 

qu elle ne s'etonne pas de ce bruit, 
qu'ils ne s'en etonnent pas. 

qu'il ne se presse pas d'aller. . . 

a I'ecole de danse. 
a I'ecole d'equitation. 
a I'ecole de natation, 
a I'ecole polytechnique. 
aux ecoles publiques. 
a I'ecole de dessin. 

qu'ils ne se pressent pas d'y aller. 



dessin. 

mathematiques. 
public, publique. 
se presser de . . . 
aussitot qv£ possible^ 
aussi hien que possible. 



(Fem. PI.) 



NINTH EXERCISE OF THE SECOND COURSE. 

1. Are they laughing at this monkey? Are they laughing at it 
[of it] ? — They are laughing at it. 2. What a noise ! What a great 
noise ! 3. Let him go to school as soon as possible. — He will go 
as soon as possible. 4. Did he ever go to the polytechnic school ? 
— I believe not. 5. Let her stay at the dancing school as long 



194 SECOND COURSE. 

as it will be possible for her to do so.— She will stay at the 
dancing school as long as possible. 6. Are they going to the riding 
school every day ? — They are going [there] every day. 7. Let them 
be in no hurry to go to the swimming school. — He will be in no 
hurry to go [there] in the morning. 8. Let her not wonder, after 
that, at so much noise. 



OBSERVATIONS. 

1. The Learner will remember, that in the first Course, Me, dous, were 
illustrated, firstly, as meaning Me, You, when they are the object or regi- 
men of a Verb which denotes the action of some othe?' person / and, secondly, 
as meaning Myself, Yourself, when they are the regimen of a Verb which 
denotes an action of the same Person, acting back upon, or refiecting the 
action upon himself. In this latter case, the Verb is called Eefiective and 
also Pronominal, a kind of Verb very much used in French. 

In this Lesson we have this Eefiective or Pronominal Verb in the Third 
Person ; but here the Eefiective Pronoun is not, as in the former instances^ 
the sanie as the ordinary Objective Pronoun, but has a distinct form ; that 
is to say, Ze, la, l\ LeSy cannot be used like Me, when the action is Ee- 
fiective or performed by a person on himself, but a new Pronoun, Se, comes 
in the place of all of them ; thus, we say, II le frappe, He steikes him or 
IT, (meaning another person or thing,) but II se frappe, He strikes him- 
self, or It strikes itself ; II (or Mle) la frappe, He (or She) strikes her, 
but Elle se frappe, She strikes herself, or It strikes itself ; and finally, 
lis (or Ulles) le frappent, (or La frappe, or Les frappent,) They strike him 
or IT, (strike her or it, or strike them,) but lis se frappent, Elles s^frap- 
pent, They strike themselves. 

Hence, this new Pronoun, Se, has all the meanings Himself, Herself, It- 
self, and Themselves, but is never used otherwise than in this Eefiective 
sense. 

Again, in the Examples above, Se, in the Eefiective sense, is the Direct 
Eegimen of the Verb, which it always immediately precedes ; but still far- 
ther than this, it may be equally the Indirect Eegimen, and then it has to 
be translated To or For himself, (herself, itself, themselves,) as, II se 
donnait la mort. He gave (to) himself death (killed himself). 

Se has even to be translated One's self, in cases which will be here- 
after explained. 

The first uses of the Eefiective Pronoun Se, which we are to be exer- 
cised upon, belong to the First and Second Categories of Eefiective Verbs, 
as explained in the First Course. In the First Category, the Himself is 
used in French when you should say simply -ffi5, etc. In the Second Cate- 
gory it is used in French, when it should be omitted altogether, in Enghsh, 
as unnecessary to the sense. 



TENTH LESSON. 



195' 



TENTH LESSON OF THE SECOND COURSE. 

THE PREPOSITION^VL PRONOUNS Lui, ElU^ EuX, MUs, 



(of, to, over, by, etc.) him. 

HER, 

THEM (male). 

THEM (female). 

does the parrot laugh at him ? 
he laughs at her. 

they were speaking of them at 
the table when they came in. 

were they not speaking of them 
when they entered ? 

would not the servant lightsome 
fire for this lady if she asked 
for it? 

would he not light some for her 
if she asked for it ? 

he would light some for her. 

FOR BOTH, FOR ONE AS WELL AS FOR 
THE OTHER. 

this soup is all cold ; he will not 

eat any. 
this roast-beef is so warm that he 

will not taste [to, at] it. 

QUITE, ALL, EXTIRELT. 
so . . . THAT . . . 

does he not love his neighbor as 

himself? 
she loves her neighbor as herself, 

most certainly. 

his, her, one's neighbor • his, her, 
one's fellow-creature. 

their neighbor, their fellow-crea- 
ture. 

my neighbor. 

your neighbor. 

himself, herself. 

themselves. 

most certainly, at any rate, by 
all means. 

one's. 



(de, a, sur, par, etc.) lui. 
elle. 

EUX. 

elles. ' (Obs. 1.) 

le perroquet se moque-t-il de lui ? 
il se moque d'elle. 

ils parlaient d'eux a table lors- 

qu'ils sont entres. 
ne parlaient-elles pas d'elles lors- 

qu'elles sont entries ? (Obs. 2.) 

le domestique n'allumerait-il pas 
du feu pour cette dame si elle 
le demandait? 

n'en allumerait-il pas pour elle si 
elle le demandait ? 

il en allumerait pour elle. 

POUR l'uNE COMME pour l' AUTRE. 

ce potage est tout froid ; il n'en 

mangera pas. 
ce rosbif est si chaud qu'il n'y 

goutera pas. 

TOUT. 

SI. . . (Adj. or Adv.) que. . . 

n'aime-t-il pas son prochain comme 

liii-meme ? 
elle aime son prochain comme elle- 

meme, a coup sur 

son prochain. 

leur prochain, 

mon prochain. 
votre prochain. 

lui-meme, elle-meme. 

EUX-MkMES, ELLES-MEMES. 

d coup sur. 



SON, SA, SES. 



how many [cannon] shots does I combien de coups de canon I'ar- 
the artilleryman fire ? I tilleur tire-t-il ? 



196 



SECOND COURSE. 



he fires ten shots an hour, 
this is the tenth shot [that] he 
has fired. 



il tire dix coups par heure. 
c'est le dixieme coup qu'il tire. 



it is his turn, 
it is their turn, 
it is my turn, 
it is your turn. 




c'est a son tour, 
c'est a leur tour. 
c'est a mon tour, 
c'est a votre tour. 




ten. 
tenth. 




dix. 
dixieme. 




to fire a cannon-shot. 




tirer un coup de canon. 




stroke, 
cannon. 




coup, 
canon. 




the artilleryman. 




I'artilleur. 




soup, 
roast-beef. 




potage. 
rosbrf. 




to taste. . . 




gotiter a. .. 




is not this poor laborer in 
of everything ? 


need 


ce pauvre travailleur ne 
t-il pas de tout ? 


manque- 


EVERYTHING. 




TOUT. 




at everything, for everythin 


g- 


a tout, pour tout. 




[at] every moment, at every 


turn. 


a tout propos. 




after all. 




apres tout. 


(Obs. 3.) 


an hour, every hour. 




par heure. 




op.ee an hour, 
twice a month, 
three times a year. 




une fois par heure. 
deux fois par mois. 
trois fois par an. 




a minute, every minute. 




par minute. 


(Obs. 4) 



TENTH EXERCISE OF THE SECOND COURSE. 

1. "Would the servant light some fire for that lady if she asked 
it ? — He would light some for her if she asked it. 2. She speaks to 
me of my sister Elizabeth every moment. — ^Why does she speak of 
her so often ? — I wonder at that. I wonder at it [of it], too. 8. Will 
he find this roast-beef too cold for him ? — I think he will find it too 
cold. 4. Will they fire a [cannon] shot every hour ? — Oh, no, they 
will fire one [of them] every minute. 5. Is that the first gun [shot] 
which they fire ? — No, John, it is the ninth gun. 6. After all, he 
does not like that soup. — Why does he not like it ? — He does not 
like it after all. 7. Does he go to the riding school ? — He does 
not go to it. 



ELEVENTH LESSON. 



197 



OBSEKVATIONS. 

1. In the same manner as Me^ vous, change to Moi, vo7is, when used with 
a Preposition, De, a, su?', pa?', etc., as shown in the First Course (L. 9, Obs. 
2), BO Ze, la, become Lui, File, and Zes becomes Fux, for the Masculine, 
and Files, for the Feminine ; thus, Fe moi, Fkom me, Fe lui, Fkom him or 
IT, F^elk, Fkom her or it, F''eux, Feom them, Mas,, and F^elles, From them, 
Fern. It will be convenient to adopt the term Prejpositional Forms for 
these Forms of the Pronoun. 

2. As may be inferred, the Verbs which take the auxiliary etre, in their 
compouaid Tenses, preserve it in aU their Persons. So, Je suis tombe, I 
FELL, makes in the Third Person Singular and Plural : 11 est tombe. He 
FELL, FlU est tombee. She eell ; lis sont ' tombes, Files sont tombees, They 
fell. Conjugate the other Tenses in the same way. 

3. There are a few words, Le, que, de, a, tout, etc., which, on account 
of their frequent use and their different significations, are a great puzzle 
to foreigners. They should be entirely mastered by the Pupil, and for that 
reason they are given in all the variety of their uses in the Lessons. 

Totit, meaning quite, is used with Adjectives and Adverbs, whilst Tout^ 
meaning everythino, stands independently, as a Noun. 

4. When Par, By, is used in French to express measurement, it is ren- 
dered in English by a, an, or the Pronoun every. 



ELEVENTH LESSON OF 

keflective verb (first 

to break one's neck. 

he will break his neck by jumping, 
they will break their neck. 

she will break hers, 
they will break theirs. 

does he never cut his face by 
shaving without a looking- 
glass ? 

do they never cut it ? [the face.] 

are they thirsty at the same time 

that they are hungry ? 
will he not be hungry and thirsty 

at the same time ? 

will he not be hungry and thirsty? 
they will be neither hungry nor 

thirsty, 
he is neither warm nor cold. 



THE SECONT) COUESE. 

AND SEC0:N^D CATEaORY.) 

se casser le con. 

il se cassera le cou en sautant. 
ils se casseront le cou. 

elle se le cassera. 
elles se le casseront. 

ne se coupe-t-il jamais la jBgure 
en se rasant sans miroir ? 

ne se la coupent-ils jamais ? 

ont-ils soif en meme temps qu'ils 

ont faim ? 
n'aura-t-il pas faim et soif en meme 

temps ? 

n'aura-t-il pas faim et soif ? 
ils n'auront ni faim ni soif. 

il n'a ni chaud ni froid. 



198 



SECOND COURSE. 



AT THE SAME TIME. 

AT THE SAME TIME THAT. . . 

to be hungry, 
to be thirsty. 

does the physician wish that 
Clorinda should wash her feet 
every evening before going to 
bed? 

he does not like that she should 
wash them in warm water. 

does he not prefer that Simon 
should wash his hands in tepid 
water ? 

that he, she should wash them, 
that they should wash them. 

warm. 

lukewarm, tepid, 
boiling hot. 

let him rinse his mouth before 

drinking, 
let them not rinse it. 

Andrew. 

Helen. 
Esther. 
Clorinda. 

to drink. 

physician, doctor. 



en meme tetnps. 

en meme temps que, . . 

avoir faim. 
avoir soif. 

le medecin aime-t-il que Clorinda 
se lave les pieds tous les soirs 
avant de se couch er ? 

il n'aime pas qu'elle se les lave 
dans I'eau chaude. 

ne prefere-t-il pas que Simon se 
lave les mains dans I'eau tiede ? 

qu'il, qu'elle se les lave, 
qu'ils, qu'elles se les lavent. 

chaud, chaude. 

tiede. 

bouillant, bouillante. 

qu'il se rince la bouche avant de 

boire. 
qu'ils ne se la rincent pas. 

Andre. 

Helene. 
Esther. 
Clorinde. 

boire. 

medecin. 



ELEVENTH EXERCISE OF THE SECOND COURSE. 

1. Will he not be hungry from sitting up so late ? — He will be 
thirsty and hungry at the same time. 2. Are you warm or cold ? — 
I am neither warm nor cold. 8. Let Andrew rinse his mouth be 
fore drinking that. — Why, if you please ? 4. Why does your sister 
Helen break her head by studying so much ? — She studies so be- 
cause she likes to [that]. — Very well. 5. Do you deny that 
Simon washes his feet in warm water? — I beg your pardon, 
he washes them in lukewarm water. 6. Do you like boiling hot 
coffee ? — Of course not [no, of course]. 7. Are they hungry at the 
same time that they are thirsty ? — They are hungry, warm, and 
thirsty at the same time. 8. Does the doctor never cut his face 
by shaving without a looking-glass ? — He never cuts it. 



TWELFTH LESSON. 



199 



TWELFTH LESSON OF 

COMBINED PKONOUXS Ia luij Ld lui, 

HIM TO rrnr. . . 

EHM TO HER . . . 
HTM TO THEM . . , 

lie will introduce him to him. 
the J will introduce him to him. 

she introduces him to her. 

general. 

governor. 

president. 

HER TO HER.,, 
HER TO HIM . . . 
HER TO THEM., . 

does he introduce her to him? 
does she introduce her to her ? 
do they introduce her to them ? 

do they not introduce her to them? 
they do not introduce her to them, 

THEM TO THEM . . . 

would they introduce the gov- 
ernors to them if they were 
present ? 

would they present them to them ? 

would they not introduce them to 

them? 
they would not introduce them to 

them even if they were present. 

Helen, what o'clock was it when 
you came in? 

it was one o'clock precisely. 

ten minutes past one. 

ten minutes past two. 

a quarter past three. 

twenty minutes past four. 

half-past five. 

forty-five minutes past six. 

is the city hall clock wound up ? 

is his clock slow ? 



THE SECOND COURSE. 

Les lui / Le leur^ La leur^ Les leur, 

LE LUI. . . 
LE LUI. . . 
LE LEUR. . . 

il le lui presentera. 
ils le lui presenteront 

elle le lui presente. 

general. 

gouverneur. 

president. 

LA. LUI. . . 
LA LUI. ., 
LA LEUR. ., 

la lui presente-t-il ? 
la lui presente-t-elle ? 
la leur presentent-elles ? 

ne la leur presentent-ils pas ? 
ils ne la leur presentent pas. 

LES LEUK. . , 

leur presenteraient-ils les gouver- 
neurs s'ils etaient presents. 

les leur presenteraient-ils ? 

ne les leur presenteraient-ils pasf 

ils ne les leur presenteraient pas 
quand bien meme ils seraient 
presents. 

Helene, quelle heure etait-il lors- 
que vous etes entree ? 

il etait une heure precise. 

une heure et dix minutes. 

deux heur^s et dix. 

trois heures et un quart 

quatre heures et vingt. 

cinq heures et demie. 

six heures et trois quarts. 

I'horloge de I'hotel-de-ville est-elle 

montee ? 
son horloge retarde-t-elle ? 



200 



SECOND COURSE. 



his watch is slow, 
his timepiece is fast. 

is it twelve o'clock (midnight) ? 
it is twelve o'clock (noon). 

watch. 

clock, timepiece. 

clock. 

one-fourth, a quarter ; three-quar- 
ters, three-fourths^ 



her watch i& from twenty minutes 
to half an hour too fast. 



sa montre retarde. 
sa pendule avance. 

est-il minuit ? 
il est midi. 

montre. 
pendule. 
horloge. 

un quart ; trois quarts. 



(Fem.) 



present, 
precise. 

city hall. 


present, presente. 
precis, precise. 

hotel-de-ville. 






half. 


demi, demie. 




(Obs. 1,) 


EVEN IF, EVEN THOUGH. 


quand merrier qtiand 


Men 


meme. 


hour. 

minute. 

second. 


heure. 

minute. 

seconde. 




\ (Fem.;. 



sa montre avance de ving 
nutes a une demi-heure. 



TWELFTH EXERCISE OF THE SECOND COURSE. 

1. Is your watch slow ? — My watch is not slow. 2. Do you be- 
lieve that my clock is fast ? — I do not think that his clock is fast. 
3. At what o'clock did you arrive yesterday night ? — I arrived at 
half-past three. 4. What o'clock is it by the city hall clock ? — It 
is twelve o'clock. 5. Is it midnight ? — It is a quarter past twelve. 
6. Is it noon ? — It is half-past twelve. T. How many minutes in an 
hour? 8. How many seconds in a minute ? 9. Will he introduce 
the general's daughter to the president ? — He will introduce her to 
him. 10. When will they introduce Mr. So-and-so's nieces to the 
governor? — They will introduce them very soon. 11. He thinks 
that Mr. Simon would not present them to them even if they were 
present. 



OBSEEVATIONS. 

1. There is this peculiarity about Demi. When it is a diminutive or 
when it is before the name of a thing measured, it is invariable and con- 
nected with the Noun hy a hyphen : Uhe demi-heure^ Half an hour. But 
when it is augmentative and comes after the thing measured^ it agrees in 
Gender with the Noun : Une heure et demie^ An hour and a half. 



I^HIRTEENTH LESSON. 



THIETEENTH LESSON OF THE SECOND COURSE. 

PRONOUNS, AND ADVERBS OF QUANTITY. 



does every man who works de- 
serve to have his money ? 

every man who works deserves 
well to have his money. 

every woman who works deserves 
well to have it also. 

EVERY . . . WHO , . . 

some accident happened to this 

chemist, 
did any accident happen to him ? 
did any misfortunes happen to 

him? 

A, AN, SOME. 

will he keep this orphan through 

charity ? 
will he keep him ? 

THROUGH CHARITY. 

THIS ONEj THAT ONE, THE ONE. 

him whom I am bringing up. 

THE ONE THAT, HIM WHOM. . . 

let him guard against [take care 

of] offending anybody, 
let them guard against offending 

any person whatever. 

anybody, any one, any person; 
anybody, any person wh03is0- 
ever; anybody you please. 

do not touch anything soever. 

carry away anything you please, 
epeak of anything whatsoever. 

whatever it may be; anything 
whatsoever) anything; anything 
you please, like, choose. 

let these young gentlemen guard 
against offending [take care 
not to offend] any one. 

let him not offend anybody. 

NOT. . . ANYBODY, NOT ANYBODY, NO- 
BODY, NO ONE, NO PERSON, NOT 
ANYBODY, NOBODY, NO PERSON 
WHATSOEVER. 
9* 



tout homme qui travaille merite* 

t-il d'avoir son argent ? 
tout homme qui travaille merite 

bien d'avoir son argent. 

toute femme qui travaille merite 
bien de I'avoir aussi. 

TOUT. . . QUI, TOUTE. . . QUI. . . 

quelque accident est arrive a ce 
chimiste. 

lui est-il arrive quelque accident? 

quelques malheui's lui sont-ils ar- 
rives ? 

QUELQUE. (Masc. Fcm.) 

gardera-t41 cet orphelin par cha- 

rite? 
le gardera-t-il ? 

par charite. 

CELUI-CI, CELUI-LA. 

celui que j'eleve. 

CELUI QUE . . . 

qu'il se garde d'offenser qui que 

ce soit. 
qu'ils se gardent d'offenser qui que 

ce soit. 

QUI QUE CE SOIT. 



ne touchez a rien que ce soit» 

emportez quoi que ce soit. 
parlez de quoi que ce soit. 

QUOI QUE CE SOIT. 



que ces jeunes messieui's se gar- 
dent d'offenser qui que ce soit. 

qu'il n'offense pas qui que ce soit 

NE . . . PAS QUI QUE CE SOIT. 



202 



SECOND COURSE. 



whosoever oj0fends you, forgive 

(him) his fault, 
•whatever it may be that wounds 

you, forget it. 

WHOMSOEVER, ANYBODY WHOM . . . 

WHATEVER IT MAY BE THAT, WHAT- 
SOEVER, WHATEVER . . . 

does he refuse these two situa- 
tions ? 
does he refuse them both ? 

do they refuse both ? 
do they accept neither ? 



IHE ONE AND THE OTHER, BOTH. 

NEITHER THE ONE NOR THE OTHER, 
NEITHER, 

do they always wear the same 

uniform ? 
they wear another uniform. 

does he wear the same yet ? 
he wears another [of them]. 

THE SAME. 

another; others. 

so MUCH, so many. 

so much mutton, 
so much lamb. 

so many sheep, 
so many lambs. 

LESS, not so many. 

more. 

will they eat so much mutton ? 
will they eat so much of it ? 

A GOOD DEAL, A GOOD MANY. 
A FEW, LITTLE. 
BO LITTLE, so FEW. 
A LITTLE. 

why do they kill so many lambs ? 
why do they buy so many of them ? 

BUT LITTLE. 



qui que ce soit qui vous oftense» 

pardonnez4ui sa faute. 
quoi que ce soit qui vous blesse, 

oubliez-le. 

QUI QUE CE SOIT QUI. . . 
QUOI QUE CE SOIT QUI . . . 

refuse-t-il ces deux places ? 

les refuse-t-il toutes les deux? 

refusent-ils Tune et I'autre ? 
n'acceptent-ils ni Tune ni I'autre ? 

j tous deux, toutes deux. 

( tous les deux, toutes les deux 

l'un s:t l' autre. 

NE. . . NI l'un ni l'aUTRE. 

portent-ils toujours le m4me uni- 

forme ? 
ils portent un autre uniforme. 

porte-t-il encore le meme ? 
il en porte un autre. 

LE MEME, LA MEME, LES MEMES. 
UN AUTRE, UNE AUTRE ; d'aUTRES. 

tant de, ., ; tant. 

tant de mouton. 
tant d'agneau. 

tant de moutons. 
tant d'agneaux. 

moins c?e. . . ; moins. 

plus de. , . ; plus. 

mangeront-ils tant de mouton f 
en mangeront-elles tant ? 

heaucoup de. . . ; beaucoup. 

peu de. .. ; peic, 

si peu de. . . ; si peiL 

un peu de. . . ; un peu, 

pourquoi tuent-ils tant d'agneaux? 
pourquoi en achetent-ils done 
tant? 

7ie. . , que peu de, ,. ; . ne, . . que 
peu. 



FOURTEENTH LESSON. 



203 



THIRTEENTH EXERCISE OF THE SECOND COURSE. 

1. Will he keep this orphan through charity ? — He will not keep 
the one that his neighbor brings up. 2. Does he eat a great deal 
of beef? — He does not eat a great deal of it. 8. Did he buy a 
great many lambs ? — He bought only a few [of them]. 4. Does 
your nephew refuse those situations ? — He refuses both. 5. Will 
he not accept the first situation ? — He will not accept the other. 6. 
Do they wear the same uniforms ? — They wear the same still. 7. 
Let her be careful not to offend anybody whosoever. — She will be 
very careful not to offend anybody. 8. They would keep a little 
butter if . . . They would keep a little of it if . . . 9. Did any 
accident happen to this chemist ? — I do not think that any acci- 
dent happened to him. 



FOURTEENTH LESSON OF THE SECOND COURSE. 

Le lui..„ AFTER niPERATIVE. 

to deserve. meriterde.., {I^if) 

to raise, bring up. elever. 

to offend. offenser. 

to wound blesser. 



uniform, 
accident. 

place, situation, 

orphan, orphan girl. 

present this col^rn^ to the cap- 
tain, 
present him to him. 
present her to him, 
present them to him. 

do not present them to him. 

let him present him to her. 
let them not present them to him 
this evening. 

does he think of his sister some- 
times ? 

he always thinks of her ; he does 
not forget her. 

do they think of your college 

mates ? 
they dream of them onee in a 

while. 



uniforme. 
accident. 



(Fern.) 



place. 

orphelin, orpheline. 

presentez ce colonel au capitaine. 

presentez-le-lui. 
presentez-la-lui, 
presentez-les-lui. -(Obs. 1.) 

ne les lui presentez pas. 

qu'il le lui presente. 
qu'ils ne les lui presentent pas ce 
soir. (Obs. 1.) 

pense-t-il a sa soeur quelquefois ? 

il pense toujours a elle ; il ne I'ou 
blie point. 

revent-ils a vos compagnons de 

college ? 
ils revent a eux de temps a autre. 



204 



SECOND COUESE. 



FKOM TIME TO TBIE. 

at, to his house, her house, 
at, to their house. 

are they going to play cards at 
the neighbor's ? 

they are going to pass the even- 
ing, and play cards at his place. 

to play cards. 

are they ignorant of the news ? 
are they not aware of it ? 

not to know, to be ignorant of, 
not to be aware of 

. , ,AS WELL AS HE, 
... AS MUCH AS SHE. 
. . .MORE THAN THEY, 
...LESS THAN THEY, 

do they play cards as well as 

they? 
does he not earn as much as she ? 

he meddles with this affair [he 

too}, 
she meddles with it also, does she 

not? 

YOU TOO, YOU also;. I, ME, TOO. 
HE ALSO, SHE ALSO. 
THEY ALSO. 

should Paul not meddle with it, 
Peter would not meddle with it 
neither. 

Paul does not meddle with it, nor 
Peter either. 

they will not meddle with it, nor 
tkey either. 

NOR HE EITHER^ NOR THEY EITHER. 
NOR SHE EITHER,, NOR THEY EITHER. 
NOR YOU EITHER,. NOR I EITHER. 

they will not meddle with it any 
more, neither one nor the other 
of them. 

neither will meddle with it any 
Biore, 



Sde temps a autre, 
de temps en temps, 

chez lui, chez elle. 
chez eux, chez elles. 

yont-ils jouer aux cartes chez le 

voisin ? 
ils vont veiller et jouer aux cartes 

chez lui. 

jouer aux cartes. 

ignorent-ils la nouvelle % 
I'ignorent-elles I 

ignorer, 

. . .AUSSI BIEN QUE LUI. 
. . . AUTANT QU^ELLE. 
. . .PLUS Qu'eUX. 
. . .MOINS QU'eLLES. 

jouent-ils aux cartes aussi bieo 

qu^eux ?" 
ne gagne-t-il pas autant qu*elle ? 

il se mele de cette affaire,- lui aussi.^ 
ne s^n mele-t-elle pas, elle aussi? 

VOUS AUSSi; MOI AUSSL 
LUI AUSSI, ELLE AUSSL ' 
EUX AUSSIy ELLES AUSSI. 

si Paul ne s'en melait pas, Pierre 
ne s'en melerait pas non plus. 

Paul ne s'en mele pas^ ni Pierre 
non plus. 

ils ne s'en meleront pas, ni eux 
non plus. 

NI LUI NON PLU&, NI EUX NON PLUS. 
NI ELLE NON PLUS, NI ELLES NON PLUS. 
NI VOUS NON PLUS, NX MOI NON PLUS; 

ils ne s'en meleront plus ni I'un ni 
I'autre. 

ni riin ni I'autre ne s'en meleront 
diavantage. 



rOURTEEKTH LESSOK. 205 

KlUTHER. . . f XI l'un NI l'aUTRE NB. . . 

without adieu, "without taking sans adiea 
leave, hoping to see you again, I 

all the lard. 

all the oats. 



EYERYBODY. 

to be right in. . . 
to be wrong in . . . 

chemist. 



tout le lard, 
toute I'avoine. 

TOUT LE MONDE. 

avoir raison de . 
avoir tort de . . . 

chimiste. 



I (before Inf.) 



FOURTEENTH EXERCISE OF THE SECOND COURSE, 

1. Present this captain to the colonel : present them to one an- 
other. — I shall present them to one another. 2. Present him to 
him, if you please. — I will present him to him as soon as possible. 
8. Will she meddle with this affair, too ? — She will undoubtedly 
meddle with this affair, too. 4. I would not meddle with it. — Nor 
I [nor I either]. 5. If Peter did not meddle with it, Mary would 
not [meddle with it] either. 6. Does she not earn as much as he? 
— I think that she does earn as much as he. 7. Will they play 
cards on the wooden table? — They will play cards on that same 
table. 8. Would they not play as well on that one as on the other 
one ? — I believe so. 9. Does the little boy think of the orphan girl 
sometimes? — He thinks of her sometimes. 10. Does he never 
speak of her ? — Yes, but he does not speak of her very often, he 
is so young. 11. Without farewell, [hoping to see you again.] 



OBSEEVATIONS. 
1. It has already been noticed that the position of the Pronouns used 
with the Imperative, offers some peculiarities, (L, 85, Obs. 1, 1st Course.) 

Presentez-le-lui, 
is said in the Affirmative ; 

Ne le lui presentez pas, 
in the Negative, merely transposing the Pronouns, but not inverting their 
order. 

In the Third Person Imperative : 
Qu'il le lui presente. 
Qu'ils les lui presentent. 
Qu'il ne le lui presente pas. 
Quails ne les lui presentent pas, 
©xhibit the same order whether Affirmatively or Negatively used. 



206 



SECOND COURSE. 



FIFTEENTH LESSON OP THE SECOND COURSE. 

COMPOUND TENSE-FORMS. 

a-t-il marchande ? 

il n'a pas marchande cette fois. 

tout le monde anra-t-il dejeun^ 
lorsqu'il sera de retour ? 

combien voiis a-t-il paye pour 
avoir garde le beurre que voila ? 
il ne m'a rien paj^e du tout. 



did he cheapen ? 

he did not haggle this time. 

will everybody have breakfasted 
when he will get back ? 

how much has he paid you for 
having kept this butter? 

he has not paid me anything at 
all. 

this bread, that bread. 

would they have money in the 
savings bank if they had spent 
it foolishly ? 

as frolicsome lads. 

that he should not have bowed. 
I wonder why he did not bow to 
this gentleman. 

does he suppose that they were 
wrong in remaining alone at 
the mines? 

does she suppose that he remained 
at the mines? 

to price, cheapen, haggle, beat 
down the price. 

TO SUPPOSE THAT. 

to remain, to have remained, 
fool, foolL^. 

FOOLISHLY 

this time. 

THIS . . . THAT . , • 

savings bank. 

BY HIMSELF, ALONE. 

mine. 

if he had asked a favor of him, 
would he have granted it to 
him? 

he was only seeking an opportu- 
nity to escape. 

ONLY A, AN, ONE ; BUT ONE MORE. 

occasion, opportunity. 



le pain que voici, le pain que voila, 

auraient-ils de I'argent a la caisse 
d'epargne s'ils I'avaient depen- 
se foUement? 

comme de jeunes fous. 

qu'il n'ait pas salue. 
je m'etonne qu'il n'ait pas salue le 
monsieur que voila. 

suppose-t-il qu'ils aient eu tort 
d'etre restes seuls aux mines ? 

suppose-t-elle qu'il soit reste aux 
mines ? 

marchander. 

supposer que. (Obs. 1.) 

Tester, etre reste. 

fou, fol, folle. 

follement 

cette fois. 

. . . que voicif . . . que voilcL ^ 

caisse i'epargne. 

SEUL. 

mine. (Fern.) 

s'il lui avait demande une grace, 
la lui aurait-il accordee ? 

il ne cherchait plus qu'une occa- 
sion pour se sauver. 

NE . . . PLUS QU'UN, Qu'UNE. 

occasion. 



SIXTEENTH LESSON. 



207 



grace, favor, 
shirt. 

to escape. 

I wonder that he should have 
calumniated such a man as this, 
a woman like that one. 

to slander, to calumniate. 

LIKE THIS, LIKE THAT, SUCH A ONE AS 
THIS. 

LIKE THIS, LIKE THAT, SUCH A O^E AS 
THAT, etc. 

that he should, they should have, 
that he should, they should be. 



grace, 
chemise. 



(Fern.) 



je m'etonne qu'il ait calomnie un 

homme tel que celui-ci. 
une fern me telle que celle-la. 

calomnier. 

TEL QUE CELUI-CI, CELUI-LA. 

TELLE QUE CELLE-CI, CELLE-LA, etC. 

qu'il ait, qu'ils aient. 
qu'il soit, qu'ils soient. 



FIFTEENTH EXERCISE OF THE SECOND COURSE. 

1. Would he have granted him a favor if . . . ? — I believe he would 
have granted him a favor if . . . 2. I wonder that they have not 
bowed to this lady. — I wonder at it [of it] also. 3. Did he walk the 
whole day ?— He walked the whole morning. 4. Did he price all 
this butter ? — He priced all of it. 5. Do you have money in the 
savings bank ? — I never had any. 6. Did she suppose that she 
remained in the mines ? — She did not suppose that for a second. 



OBSERVATIONS. 
1. The Verb Sup^^oser, To suppose, and the twoYerhs FeTisery To think, 
Se doutefj To suspect, introduced in the next Lesson, govern the Subjunc- 
tive, when used Interrogatively ; otherwise they govern the Indicative. 



SIXTEENTH LESSON OF THE SECOND COURSE. 

THE PRETERIT DEFINITE AND IMPERFECT SUBJUNCTIVE. 

estima-t-il ? estima-t-elle ? 

elle estima, il estima. (Obs. 1.) 

ils, elles estimerent. (Obs. 1.) 

se contenta-t-il ? se contenta-t-elle ? 



did he esteem ? did she esteem ? 
she did esteem, he did esteem. 

they did esteem. 

was he satisfied with? was she 

satisfied with ? 
they were satisfied. 

at how much money do these gen- 
tlemen value this house ? 

at how much money did this 
architect value it ? 



ils, elles se contenterent. 

a combien d'argent ces messieurs 
estimerent-ils cette maison ? 

a combien d'argent cet architecte 
I'estima-t-il ? 



208 



SECOND COURSE. 



he valued it at so much. 

at how much did they value it ? 

AT HOW MUCH, AT HOW MANY. 

were they satisfied with so little 

sugar in their tea ? 
were they satisfied with so little ? 

WITH, OF A LITTLE. 
WITH, OF LITTLE. 
WITH, OF SO LITTLE. 

to be satisfied with . . . 
to be satisfied with it. 

AT so MUCH. . . AT so MANY. . . 

AS MUCH. . . AS ; AS MANY. . . AS. . . 

did they eat as much meat as 

bread ? 
he had as much of the one as the 

other. 

did she send as many beefsteaks 

as hams ? 
did they not send as many of the 

one as the others ? 

did these cooks not peel as many 
potatoes as apples ? 

this one, at least, peeled [of them] 
as many of the one as the other. 

AS MUCH, AS MANY OF THE ONE AS 
OF THE OTHER. 

AS MUCH, AS MANY OF THE ONE AS 
OF THE OTHERS, 



potatoe. 
beefsteak. 

he went, they went, 
she went, they went. 

they wiped ofij he wiped off. 

he was, they were. 

that he might, they might be. 

he had, they had. 

that he might, they might have. 

did he think that he was working 
so lonsj without an interest ? 



il I'estima a tant. 

a combien I'estimerent-ils ? 

a combien, de, , , ; d combien. 

se contenterent-ils de si peu ds 

Sucre dans leur the ? 
s'en contenterent-ils de si peu f 

(Tufi peu. 

de peu. 

de si peu. 

se contenter de . . . 

s'en contenter. 

a tant de. , . ; a tant. 

autant de. . . que de, . . 

mangerent41g autant de pain que 

de viande ? 
il eut autant de Tun que de I'autre, 

envoya-t-elle autant de beefsteaks 

que de jambons? 
n'envoyerent-ils pas autant des 

uns que des autres ? 

ces cuisinieres ne pelerent-elles pas 
autant de pommes de terre que 
de pommes ? 

celle-ci, au moins, en pela autant 
des unes que des autres. 

( AUTANT DE l'uN QUE DE l' AUTRE. 
( AUTANT DE l'unE QUE DE l'aUTRE. 

( AUTANT DES UNS QUE DES AUTRES. 
1 AUTANT DES UNES QUE DES AUTRES. 



au 7noins. 



pomme de terre. 
beefsteak. 



(Fem.) 



il alia, ils allerent. 

elle s^en alia, elles s'en allerent. 

ils essuyerent, il essuya. 

il fut, ils furent. (Obs. 1.) 

qu'il fut, qu'ils fussent. 

il eut, ils eurent. 

qu'il eilt, qu'ils eussent. 

pensait-il qu'il travaillat si long- 
temps sans interet ? 



SIXTEENTH LESSON. 



209 



TO THINK THAT. 



did he suspect that this idiot was 
so reasonable ? 



TO SUSPECT THAT. 



did he regret that his protege 
earned his living by working ? 



TO REGRET THAT. 



would he doubt that the director 
would forgive [him] his fault ? 

that the directors would forgive 
him for it. 



that he should pay, that they 
should pay. 

that he might call, that they 

might call, 
that he might throw, that they 

might throw. . 

that he might go away, that they 

might go away, 
that he might go, that they might 

go- 

TO DOUBT THAT. 



penser que. (Subj.) 

se doutait-il que cet idiot fut si 

raisonnable ? 
se douter que. (Subj.) 

regrettait-il que son protege ga 
gnat sa vie a travailler ? 

regretter que, (Subj. 

douterait-il que le directeur li*- 

pardonnat sa faute ? 
que les directeurs la lui pardon 

nassent. 

qu'il payat, qu'ils payassent. 

qu'il appelat, qu'ils appelassenfe. 
qu'il jetat, quails jetassent. 

qu'il s'en allat, qu'ils s'en allassen^li 
qu'il allat, qu'ils allassent. (Obs, 1) 

douter que. (Subj.) 



SIXTEENTH EXERCISE OF THE SECOND COURSE. 

1. Did they send yesterday as many beefsteaks as hams td [the] 
market ? — They sent as many of the ones as of the others. 2. At 
how many dollars did the architects estimate that beautiful house, 
the day before yesterday ? — I do not know [it]. 3. Did he suspect 
that he was wrong in this affair ? — He did not suspect that he was 
wrong in that affair. 4. Did you suppose that he would pay [for] 
that butter himself? — I supposed it at first. 5. Was she satisfied 
with a little sugar in her tea ? — She was not satisfied with a little. 



OBSEEVATIONS. 

1. The Preterit Definite and the Imperfect of the Subjunctive are 
formed from the Participle Past, by changing e into a for the Third Person 
Singular, and into event for the Tliird Person Plural of the Preterit Defi- 
nite, and e into at^ and assent for the corresponding Persons of the Imper- 
fect Subjunctive. 

Exceptions: ete^ Been, makes, in the Preterit Definite, II fat , ils 
fureiit^ and QuHl fut^ qu'ils /assent^ in the Imperfect of the Subjunctive. 
Euy Had, makes R eut^ ils eurent ; Qu'il eut^ qu'^ils eu&sent. 



210 



SECOND COURSE. 



'^SEVENTEENTH LESSON OP THE SECOND COURSE. 

FIRST PERSON PLURAL OF VERBS. — PRETERIT DEFINITE AND IMPERFECT OV 
THE SUBJUNCTIVE. 



WE. 

"we were afraid. 

what were you afraid of? 

we were afraid of our shadow. 

OUR. 

we were. 

we went. 

at, to our house. 

did we send this parcel of letters 
through the post-office ? 

OURS. 
OURS. 

were you one of us ? 

we spoke of our parents, 
we spoke of ours also. 

TO BE AFRAID THAT. 

were you afraid that we might 
keep all these volumes ? 

were they afraid lest we might 
be ashamed in the presence of 
those great officers of state ? 

that we might be. 

that we might go away, 
that we might go. 

that we might love. 

to be ashamed. 

eleven, the eleventh. 

twelve, the twelfth. 

thirteen, thirteenth. 

fourteen, fourteenth 

fifteen, fifteenth. 

sixteen, sixteenth. 

before noon, 
after noon. 

before midnight, 
after midnight. 



NOUS. 

nous eumes peur. (Obs. 1.) 

de quoi eutes-vous peur ? 

nous eumes peur de notre ombre. 

NOTRE, NOS. (Obs. 2.) 

nous fumes. (Obs. 1.) 

nous allames. (Obs. 1.) 

chez nous. 

est-ce que nous envoyames ce pa- 
quet de lettres par la poste ? 

LE NOTRE, LA NOTRE. 
LES NOTRES. 

futes-vous des notres ? (Obs. 3.) 

nous parlames de nos parents, 
nous parlames des notres aussi. 

avoir peur que. (Subj.) 

eutes-vous peur que nous gardas- 

sions tous ces volumes ? 
eurent-ils peur que nous eussions 

honte en presence de ces grands 

dignitaires ? 

que nous fussions. 

que nous nous en allassions. 
que nous allassions. 

que nous aimassions. 

avoir honte. 

onze, le onzi^me. 

douze, le douzi^me 

treize, treizi^me. 

quatorze, quatorzieme. 

quinze, quinzi^me. 

seize, seizieme. 

avant midi. 
apres midi. 

avant minuit. 
apr^s minuit 



SEVENTEENTH LESSON. 



211 



near us. 

near our house. 

NEAR. . . 

here we are at our house, 
here we are [at it] ; there [here] 
we are [at it]. 

here I am at this . . . ; there [here] 
I aiQ [was] at that. . . [at work, 
writing, etc.] 

here is some of it, here are some 
of them ; there is some of it, 
there are some of them. 

here is some thread; there is some. 

twenty minutes to twelve o'clock. 

twenty minutes to one o'clock. 

a quarter to two o'clock. 

ten minutes to three o'clock. 

five minutes to four o'clock. 

thirty seconds before eleven 
o'clock. 



pres de nous. (Obs. 4.) 

pres de chez nous. 

prds de, , . 

nous voici chez nous, 
nous y voici ; nous y voil^ 

m'y voici ; m'y voila. 



en voici ; en voil4. 

voici du fil ; en voila. 

midi moins vingt-cinq. 

une heuro moins vingt. 

deux heures moins un quart. 

trois heures moins dix. 

quatre heures moins cinq. 

onze heures moins trente secondes. 



SEVENTEENTH EXERCISE OF THE SECOND COURSE. 

1. We repeated the eleventh exercise by heart. — Did we not re- 
peat it ? 2. Did we arrive here before twelve o'clock ? — We arrived 
a quarter before twelve. 3. Do you live near our place ? — You do 
live near our place. 4. Will you not remain near us, my friends ? 
— We did remain near you yesterday. 5. Were they afraid that 
we should go away before midnight ? — They were not afraid as- 
suredly that we should go away without wishing them [the] good 
night. 6. What o'clock was it when we arrived ? — It was twenty 
minutes to six. 7. Will you be one of us [ours] this afternoon ? — I 
will be one of you [yours] this evening. 8. Here is some bread. — 
Give it to me. 9. Here is some good bread. — Here is some better. 



OBSEKVATIONS. 

1. Still another Person of the Verb is presented to the Learner in this 
Lesson. The First Person Plural has a termination differing from that of 
any of the other Persons. It will be fally exhibited as we proceed. 

The First Persons Plural of the Preterit Definite and the Imperfect of 
the Subjunctive are formed by changing the termination e of the Participlo 
Past into d77i€s, assions : Nous allaines^ Que iioiis allassio/is, etc. 



212 



SECOND COURSE. 



The Verb Avoi?'j Tc have, makes M>ics eicmes, We had, Que nous eus~ 
sionsj That we should have, and etre, To be, JVbus fumes, We wePwE, 
Que nous fussions, That we should be. 

2. The Pronouns Nbtre^ JVbs, follow the analogy of Vot?'e and Vbs, 

3. Ze noire, la notre, les notres, follow the analogy of Le 'cotre, etc. 
They say. Tin des notices, One of oues, meaning One of us. One among us 

4. The Objective of Nous is also Nous ; Be nous, Of us, etc. 



EIGHTEENTH LESSON OF THE SECOND COURSE. 

rmST person plural of the future and CONOmONAL. 

directeiir. 
dignitaire. 
parent, parents. 



director. 

high officer of state, dignitary. 

parent, parents. 

we shall brush our coats. 
we shall brush them. 

we should brush them, 
should we brush them? 

shall we have more boys than 

girls in our class ? 
we shall have more of one than 

the other [sort]. 

MORE . . . THAN . , . 

shall we send more cloth than 

linen ? 
less pewter than tin. 

less... than... 

we shall pay ; we should pay. 
shall we pay ? should we pay ? 

we should send; should we send? 

we shall buy ; we shorJd buy. 

idiot, 
protege. 

reasonable. 

shall we reject more pupils than 
we shall keep [of them] ? 

should we reject more than we 
should keep if . . . ? 

shall we borrow less money than 
we shall pay [of it] ? 



nous brosserons nos habits. 

nous les brosserons. (Obs. 1.) 

nous les brosserions. (Obs. 1.) 

les brosserions-nous ? 

aurons-nous plus de gargons que 

de filles dans notre classe ? 
nous aurons plus des uns que des 

autres. 

plus de. . . que de. . 

enverrons-nous plus de drap que 

de toile ? 
moins d'etain que de fer-blanc. 

mains de, , , que de. , . 

nous paierons ; nous paierions. 
paierons-nous ? paierions-nous ? 

nous enverrions ; enverrions-nous ? 

nous acheterons ; nous achete- 
rions. (Obs. 1.) 

idiot, 
protege. 

raisonnable. 

rejetterons-nous plus d'eleves que 

nous n'en garderons ? 
en rejetterions-nous plus que nous 

n'en garderions si ... ? 

emprunterons-nous moins d'argent 
que nous n'en paierons? 



EIGHTEENTH LESSON. 



213 



MORE THAN . . . 
LESS THAN. . . 

shall we borrov,^ some more ? 
shall we not borrow any more ? 

NOT. . . ANY MORE. 
NOT. . . ANY MORE. 

shadow. 

pewter. 

tin. 

bmidle of letters. 

we shall go ; we should go. 
we shall go away ; we should go 
away. 

we shall break our noses, 
we should break them. 

we shall wake up all of a yudden. 
we should wake up all of a sud- 
den if . . . 
we were afraid. 

in presence of. . . 
in the absence of. . . 
in honor of. . . 

shall we work seventeen hours 

consecutively ? 
should we work eighteen hours 

consecutively ? 
we shall not work nineteen hours 

consecutively. 

we shall be ; we should be. 

we shall have ; we should have. 



plus que, . . ne, , , (with Verb.) 

moins que ... ne, , » 

en emprunterons-nous encore ? 
n'en emprunterons-nous pas da 
vantage ? 

ne, . , pas davantage. 

ne, , , pas encore, 

ombre. (Fem.) 

etain. 
fer-blanc. 
paquet de lettres. 

nous irons ; nous irions. 
nous nous en irons ; nous nous en 
irions. 

nous nous casserons le nez. 
nous nous le casserions. 

nous nous reveillerons en sursaut. 
nous nous reveillerions en sursaut 

si. . . 
nous avions peur. 

en presence de . . . 
en I'absence de. . . 
en I'honneur de . . . 

travaillerons-nous dix-sept h cures 

de suite ? 
travaillerions-nous dix-huit heures 

de suite? 
nous ne travaille-rons pas dix-neuf 

heures de suite. 

nous serons ; nous serious, 
nous aurons ; nous aurions. 



EIGHTEENTH EXERCISE OF THE SECOND COURSE. 

1. What are we afraid of? — We will not be afraid of anything. 
2. Shall we send less tin than pewter to our friend ? — We shall 
send less of the one than of the other. 3. Shall we pay more than 
we [shall] borrow ? — We shall pay a little more. 4. Should we 
buy less than we should buy if.. . — We should buy less than we 
should pay for if. . . 5. Shall we be more reasonable this time ?-^ 
We shall be very reasonable. 6. To whom shall we speak ? — We 
will speak to that young man for a second. 7. We shall not be 
afraid of our shadow. Shall we be afraid of it ?— We shall not be 
afraid of it. 



214 



SECOND COURSE. 



OBSERVATIONS. 

1. The Future and the Conditional are formed by adding, for the first- 
mentioned Tense, ons, and, for the last, ioTis to the Infinitive ; thus, Nous 
&r<35«^'-ONs, Mms irosser-ioi^s. 

The exceptions relative to the Verha JUe/'y Enwyei\ etc., are illustrated 
in this Lesson. 



NINETEENTH LESSON OF THE SECOND COURSE. 

FIRST PERSON PLURAL. — IMPERFECT INDICATIVE AND PRESENT SUBJUNCTIVE. 



where shall we procure fine 

cloth ? 
we shall get some at the store, 

to procure, procure some [of it]. 

where should we procure coarse 

cloth ? 
are you afraid lest we should not 

procure any? 

were we going to Vienna at the 
same time ? 

Vienna. 

SUCCESSIVELY. 

AT THE SAME TIME. 

fine ; coarse. 

we approved of all that. 

we only approved of that. 

we approved of nothing but that. 

ALL THAT. 
NOTHING BUT THAT. 
NOTHING BUT THAT. 

that we may go. 
that we may go away. 

that we may send. 
we sent. 

that we may call, 
we called. 

seventeen, seventeenth. 

eighteen, eighteenth. 

nineteen, nineteenth. 



ou nous procurerons-nous du drap 

fin? 
nous nous en procurerons au ma- 

gasin. 

nous procurer, nous en procurer. 

ou nous procurerions-nous de gros 

drap? 
avez-vous peur que nous nous n'en 

procurions pas ? 

allions-nous a Vienne du meme 
coup? 

Vienne. 

de suite, 

du meme coup, 

fin ; gros. 

nous approuvions tout oela. 
nous n'approuvions que cela. 
nous n'approuvions rien que ce- 
la. (Obs. 1.) 

TOUT CELA. 

NE . . . QUE CELA. 

NE. . . RIEN QUE CELA. 

que nous allions. 

que nous nous en allions. 

que nous eiivoyions. 
nous envoyions. 

que nous appelions. (Obs. 2.) 

nous appelions. 

dix-sept, dix-septieme. 

dix-huit, dix-huitieme. 

dix-neuf, dix-neuvieme. 



NINETEENTH LESSON. 



215 



this is the twentieth cannon-shot 
that we have fired [firej. 

this is [here are] twenty blows 
that we have given [give] to 
this man of snow. 

snow. 

cannon-shot, gun. 
blow [with the fist]. 

does the captain order us to em- 
bark our things in the course of 
the week? 

that we should embark them. 

to put on board, to embark. 

things, articles. 

course. 

to order. 

TO ORDER. 

does he approve of our neglect- 
ing this customer ? 
no, indeed. 

that we borrow this big sum of 
the [to the] wholesale merchant. 

that we should borrow this sum 
from the [to the] retail merchant. 

we walked as fast as they. 

did we not walk as fast as they ? 

did we not speak as fluently as 
all of them ? 

AS. . . AS. . . 

sum. 

wholesale merchant, 
retail merchant 

we had. 

that we should have. 

we were. 

that we should be. 



voila le vingtieme coup de canon 
que nous tirons. 

voila vingt coups de poings que 
nous donnons a cet homme de 
neige. 

neige. (Fern.) 

coup de canon, 
coup de poing. 

le capitaine ordonne-t-il que nous 
embarquions nos effets dans le 
cours de la semaine ? 

que nous les embarquions. 

embarquer. 

effets. (Masc. PL) 

cours. 

ordonner de . . . (before Inf.) 

ordonner qice. (Subj.) 

approuve-t-il que nous negligions 

cette pratique ? 
non, certes. 

que nous empruntions cette forte 
somme au march and en gros. 

que nous empruntions cette somme 
au marchand en detail. 

nous marchions aussi vite qu'eux. 
ne marchions-nous pas aussi vite 

qu'elles ? 
ne parlions-nous pas aussi facile- 

ment qu'eux tons ? 

aussi,,, que,,, 
somme. 



marchand en gros. 
marchand en detail. 

nous avions. 
que nous ayons, 

nous etions. 
I que nous soyons. 



(Obs. 2.) 
(Obs. 2.) 



NINETEENTH EXERCISE OF THE SECOND COURSE. 

1. Does papa order [require] that we should go to school imme- 
diately ? — He does order that we should go to school immediately. 
2. Did we buy as much as the retail merchants ? — AYe did buy as 



216 



SECOND COURSE. 



much as they. 3. Do you suppose that we buy as much as the 
wholesale merchants? — "We do not buy as much as they. 4. 
Where shall we procure coarse cloth ? — We shall procure some at 
the wholesale store. 5. Were we going to Vienna at the same 
time ? — We were not going there at the same time. 6. This is the 
nineteenth gun we have fired. — I thought it was the twenty-first. 
7. Did we not speak French as easily as all of them ? — We did 
speak it as easily as all of them. 8. Shall we put our things on 
board in the course of the week ? — We shall put all our things on 
board in the course of this week. 



OBSEKVATIONS. 

1. The Imperfect is formed from the Present Participle, by changing ant 
into ions : Approuv-KinT^ Nous approuv-ioNs^ The Verbs in yer insert an i 
after the ^. 

2. The First Person Plural of the Subjunctive Present has the same 
form as the corresponding one of the Imperfect Indicative. 

The Verbs avoir and etre are exceptions to this rule. 



TWENTIETH LESSON OF THE SECOND COURSE. 

FIRST PERSON PLURAL OF INDICATIVE PRESENT AND IMPERATIVE. 



have we more than twenty-one 

pigs in the yard ? 
we have more than twenty-one 

[of them]. 

have we not more than twenty- 
one cords of wood in the shed ? 

we have not less than twenty-one 
cords. 

cord. 

cord of wood. 

have we ? we have. 

yard. 

by leaving the city at eight 
o'clock in the morning on the 
railroad, do we arrive at the 
village about six o'clock in the 
evening? 

we arrive there about half-past 
seven o'clock. 



avons-nous plus de vingt-et-un co- 

chons dans la cour ? 
nous en avons plus de vingt-et-un. 

n'avons-nous pas plus de vingt-et- 
une cordes de bois dans le han- 
gar? 

nous n'en avons pas moins de 
vingt-et-nne cordes. 

corde. (Fern.) 

corde de bois. 

(Obs. 1.) 

(Fern.) 

en quittant la ville a huit heures 
du matin par le chemin de fer, 
arrivous-nous au village vers six 
heures du soir ? 

nous y arrivoDs vers sept heures 
et demie. (Obs. 1.) 



avons-nous « nous avons, 
cour. 



TWENTIETH LESSON. 



21T 



before sunset, 
after sunset. 

l^t us prepare the dinner while 
■we are waiting for the guests to 
return. 

let us prepare it directly. 

let us not prepare it for some 
time, on the contrary. 

let us prepare several dishes in 
the mean time. 

let us prepare them for them. 

twenty-one. 
twenty-first 

guest, 
dish. 

we burn our fingers by playing 

with the fire, 
we burn our nails, at least 

we burn them, 
we do not burn them, 
let us not burn them, 
let us burn them. 

IN THE MEAN TIME. 

TILL, UNTIL, WHILE WATTINQ FOR. 

DIRECTLY, ON THE SPOT. 

ON THE CONTRARY. 

NOT FOR SOME TIME. 

let us place this dish before him. 
let us hide his cane behind her. 
before him, before her, before 

your house, 
behind them, behind their house. 

BEFORE. 
BEHIND. 

let us place this dish behind, 
let us place it before. 

to grieve for, to fret at . . . 

why do we fret at not going to 
the circus ? 

AT, ON ACCOUNT OF, BECAUSE. 

10 



avant le coucher du soleiL 
apres le coucher du soleil. 

preparons le diner en attendant 
que les convives soient de re- 
tour. 

pr^parons-le sur-le-champ. 

ne le preparons pas de si tot, au 
contraire. 

preparons plusieurs plats en atten- 
dant. 

prepajrons-les-leur. (Obs. 2.) 

vingt-et-un, vingt-et-une. 
vingt-et-unieme, 

convive, 
plat, 

nous nous brulons les doigts en 

jouant avec le feu. 
nous nous brulons les ongles, au 

moins. 
nous nous les brulons. (Obs. 3.) 

nous ne nous les brulons pas. 

ne nous les brulons pas. 

brulons-les-nous. 

en attendant. 

en attendant que. (Subj.) 

sur-le-champ. 

au contraire. 

ne. . . pas de sitot. 

plagons ce plat devant lui. 
cachons sa canne derriere elle. 

devant lui, devant elle, devant 

chez vous. 
derriere eux, derriere elles, derriere 

chez eux, derridre chez elles. 

devant. (Obs. 4.) 

derriere. (Obs. 4.) 

pla^ons ce plat derriere. 
playons-le devant. 

se chagriner de. . . 

pourquoi nous chagriner de ce que 
nous n'allons pas au cirque ? 

de ce que . . . 



218 



SECOND COURSE. 



are we going ? 
let us go. 

have we ? let us have, 
are we ? let us be. 

we are going away. 
let us go away. 

we laugh at these ushers. 

let us laugh at them. 

let us not laugh at their threats. 

we laugh at them [the threats], 
let us laugh at it. 

we pay for all we buy in cash. 

we do not buy anything on trust. 

let us push that table into the 

middle of the room, 
let us push it into the middle. 

laugh at . . . 

to push. 

INTO, IN THE MIDDLE OF. . . 

room, 
threat. 

John James Rousseau ; Voltaire. 



allons-nous ? 
allons. 

avons-nojis? ayons. ) //-v, ^^ 
sommes-nous ? soyons. ) v ^* *^v 

nous nous en allons. 
allons-nous-en. (Obs. 5.) 

nous nous moquons de ces huis- 

siers. 
moquons-nous d'eux. 

ne nous moquons pas de leurs me- 
naces, 
nous nous en moquons 
moquons-nous-en. (Obs. 5.) 

nous payons tout ce que nous 

achetons, comptant. 
nous n*achetons rien a credit. 

poussons cette table au milieu de 

la chambre. 
poussons4a au milieu. 

se moquer de . . . 

pousser. 

au milieu de, , . ; au milieu, 

chambre. ) ^ , 

menace. y v^^ •/ 

Jean-Jacques Rousseau ; Yoltaire. 



TWENTIETH EXERCISE OF THE SECOND COURSE. 

1. Let us not burn our finger-nails by playing with the fire. — 
Very well, 2. Let us push this dish into the middle of the table ; 
let us push it. 3. "We are laughing at those poor boys. — Why 
should we laugh at them ? — Let us not laugh at them any more. 
4. Are we going to New Orleans in the course of the year ? — We 
shall go in the course of the year. 5. Are we celebrating this 
great day in honor of Washington ? — We are celebrating it in his 
honor. 6. You go away in the absence of your professor, what is 
that for ? — We go away in the absence of our professor because we 
did not know that he would grieve at it. 7. Let us remain, because 
the professor is not here. — Let us remain an hour yet. 8. We are 
going away directly. When shall we be back ? — We will be back 
in the course of the day. 



TWENTY-FIRST LESSON. 



219 



OBSERVATIONS. 

1. The First Person Plural of the Indicative Present is formed from 
the Participle Present, hj changing ant into ons : AtHv-a^t, Nous arriv-o^a. 

Exceptions : the Verbs avoi?^ and etre form theirs irregularly ; thus, 
^y-ANT, JVous av-o-^s, et-A^T, Nous sommes, 

2. The Imperative Mood has what is called the First Person Plural of 
that Mood. It is formed from the Indicative by suppressing the Pronoun 
nous : Nous preparonsy We prepare, Prepo^rons^ Let tjs prepare. 

Exceptions : Nous sommes^ Soy ons ; Nous avons, Ay ons ^ in which the First 
Person Plural of the Imperative is borrowed from the corresponding 
Person of the Subjunctive. 

3. In the Eefiective Verbs, Nous occupies the same position under all 
circumstances that Vous does. It is hardly necessary to add, that the First 
Person Plural of the Eeflectives undergoes the same inflections as the 
same Person of the simple Verbs. 

4. These two Adverbs, and some others, are Prepositions in one sense 
and Adverbs in another, 

5. Allons-nous-en^ Moquons-nous-en^ with the Pronoun en after nous. 



TWENTY-FIRST LESSON OF THE SECOND COURSE. 

COMPOUND TENSES WITH FIRST PERSON PLURAL. 



we went. 

did we go ? 

we did go away, we went away, 
twenty-two, twenty-second, 
twenty-three, twenty-third. 

we bought a pair of stockings and 

two pairs of shoes, 
we had bought three pairs [of 

them] as many of the ones as 

of the others. 

a pair. 

AS MUCH OF THE ONE AS OF THE 
OTHER. 

AS MANY OF ONE [sORt] AS OF THE 
OTHERS. 

we shall have found the house 
very soon, provided we have 
not forgotten the number. 



nous sommes alle, -alles, allee, 

allees. 
sommes-noiis alles ? 

nous nous en sommes alles. 

vingt-deux, vingt-deuxieme. 

vingt-trois, vingt-troisieme. 

nous avons achete une paire do 
bas et deux paires de souliers. 

nous en avions achete trois paires, 
tant des uns que des autres. 

une paire. 

TANT DE l'uN QUE DE L^AUTRE, 
TANT DES UNS QUE DES AUTRES. 

nous aurons bientot trouve la mai- 
son pour peu que nous n'ayons 
pas oublie le numero. 



220 



SECOND COURSE. 



we shall play on the violin after 

having sung, 
we will play on it after you shall 

have sung this ballad. 

ballad. 

what is the day of the month ? 
to-day is the first of the month of 
January. 

day after to-morrow is [will be] 
the first of the month. 

day of the month. 

whence have we fallen ? 
from what height have we not 
fallen ? 

we remained eight days at the 
mineral waters after your de- 
parture. 

we still remained there ten days 
afterwards. 

we returned to Saratoga before 

you. 
after you. 

BEFORE OR AFTER, BEFORE OR AF- 
TERWARDS. 

should we have broken one of 
that man's arms if we had not 
played with him ? 

would we have broken one of his 
arms if we had remained quiet ? 

eight, about eight, 
ten, about ten. 



nous jouerons du violon apr^s 

avoir chante. 
nous en jouerons apres que vous 

aurez chante cette romance. 

romance. 

quel est le quantieme du mois ? 
c'est aujourd'hui le premier du 
mois de Janvier. 

c'est apres-demain le premier. 

quantieme du mois. 

d'ou sommes-nous tombees ? 
de quelle hauteur ne sommes-nous 
pas tombees ? 

nous sommes restes encore une 
huitaine de jours aux eaux mi- 
nerales apres votre depart. 

nous y sommes restes encore ime 
dizaine de jours aprds. 

nous sommes retournes a Saratoga 

avant vous. 
apres vous. 

avant ou apres, 

aurions-nous casse un bras a cet 

homme si nous n'eussions pas 

joue avec lui? 
lui aurions-nous casse un bras si 

nous fussions demeures tran- 

quilles ? 

huitaine. 
dizaine. 



TWENTY-FIRST EXERCISE OF THE SECOND COURSE. 

1. Did we repeat by heart the twenty-second exercise? — "We 
repeated it the day before yesterday. 2. How many pairs of 
stockings did we buy? — We bought but twenty-two pairs. 3. Did 
you stay at the mineral waters without money ? — Oh no, I bor- 
rowed some from a friend. 4. Did we forget our violins at the 
professor's ? — Where did we leave the violins ? 5. How many days 
did we pass in Saratoga ? — We passed about eight days there. — 
I thought that you passed about ten days there.— I do not believe 
that we passed so many days there. 



TWENTY-SECOND LESSON. 



221 



TWENTY-SECOND LESSON OF THE SECOND COURSE, 



THE NEUTER VEBBS. 



TO CHAT, TO SPEAK, TO CONVERSE. 

I am conyersiDg. 

lie speaks, she speaks. 

we speak. 

you speak. 

they speak. 

with this charming person. 

FACE TO FACE, CHEEK BY JOWL. 

height. 

was I weeping with pleasure ? 
was she weeping with rage ? 
with pleasure, 
with rage. 

would you cry with the tooth- 
ache if you had it ? 
with the toothache, 
with the earache. 

WHENCE. . . FROM WHENCE. 

to keep quiet. 

at one's house, at home. 

half an hour. 

a quarter of an hour. 

three-quarters of an hour. 

does he always walk up and down 
in the room ? 

UP AND DOWN. 

twenty-four, twenty-fourth. 

the lightning [thunder] struck the 
eating-room at the moment we 
were going to enter it. 

let us call on Mathias for fear he 
may have fallen sick. 

AT THE MOMENT... [WHEN, THAt]. 
IN CASE THAT, FOR FEAR THAT. 

to see. 

did the student go up to his room ? 

at what o*clock did he go up 
there ? 



CAUSER. 

je cause. 

il cause, elle cause. 

nous causons. 

vous causez. 

iis causent, elles causent. 

avec cette charmante personne. 

tete-d-tete, 

hauteur. (Fem.) 

est-ce que je pleurals de plaisir? 
pleurait-elle de rage ? 
de plaisir. 
de rage. 

pleureriez-YOus du mal de dents si 

vous Taviez ? 
du mal de dents. 
du mal d'oreilles. 

d^ou. . . 

demeurer tranquille. 

chez soi. 

une demi-heure. 
un quart d'heure. 
trois quarts d'heure. 

marche-t-il toujours de long en 
large dans la chambre ? 

de long en large. 

vingt-quatre, vingt-quatrieme. 

le tonnerre est tombe sur la salle 
a manger au moment ou nous 
allions y entrer. 

allons voir Mathias au cas qu'il 
soit tombe malade. 

au moment ou, , , 

au cas que. (Subj.) 

voir. 

I'etudiant est-il monte a sa cham- 
bre ? 
a quelle lieure y est-il monte \ 



222 



SECOND COURSE. 



student. 
Mathias. 

has any misfortune happened to 

this lady ? 
a great misfortune has happened 

to her. 

what has happened to her ? 

nothing has happened to her. 
has anything happened to him? 

has anybody gone up to the roof? 

several soldiers have gone up to 
his place. 

have several soldiers gone up ? 

eating-room, dining-room. 

concert-room. 

dancing-room. 



etudiant. 
Mathias. 

quelque malheur est-il arriv6 k 

cette dame ? 
il lui est arrive un grand malhem\ 

C qu'est-ce qu'il lui est arrive ? 
) que lui est-il arrive ? 

il ne lui est rien arrive. 

lui est-il arrive quelque chose ? 

iquelqu'un est-il monte sur le toit ? 
est-il monte quelqu'un sur le toit? 

plusieurs gendarmes sont montes 

chez lui. 
j sont-ils montes plusieurs soldats ? 
( plusieurs soldats sont-ils montes? 



a manger, 
salle de concert, 
salle a danser. 



TWENTY-SECOND EXERCISE OF THE SECOND COURSE. 

1. Did not the lightning [thunder] strike [fall upon] the dining- 
room the moment you were going in ? — The lightning struck at that 
moment. 2. How many hours did you pass in this house? — I 
passed twenty-four hours in it at least. 3. Does this apprentice cry 
from toothache? — He cries from earache, 4. Do these patients 
walk up and down so every night ? — They do very often walk up 
and down all night. 5. Who wishes to remain at home during 
such a fine evening? — Nobody. 6. Remain in the dining-room 
three-quarters of an hour. — I will remain there for a quarter of an 
hour. 



OBSERVATIONS. 

1. It is the proper point here to state the principal division of Verbs 
into Active, Passive, Neuter, and Eeflective. 

An Active Verb is the Verb in its most common use, as a word de- 
noting action performed by the Subject or Nominative, which action 
passes over 'upon an object which it affects. It is also called a Transitive 
Verb, from the Latin, transire, To go over. Thus, Pierre frappe Jean ; in 
which example //'ajP^e is an Active or Transitive Verb, because it expresses, 
in the direct way, an action done by the Subject, Pierre^ which action 
passes over upon Jean, the object upon which it falls. 



TWENTY-THIRD LESSON. 223 

A Passive Verb is the Active Verb reversed, so that the object of the 
action, he who suffers or endures the action performed by another, is made 
the Subject or K ominative of the Verb ; thus, Jean est fraijpe par Pierre. 
Here Jea7i receives or suffers^ the action, and is now the Xominative Case, 
not the Objective Case or Direct Eegimen, as he would be with the Active 
form of the Verb, "Passive" is also from the Latin, and means Suefek- 
ixG or ENDURrN'<5-. Thc Passive Verb is much used in English, and not so 
often in French. 

A Eeflective Verb is one which unites, in the same person or object, 
the two properties of the agent or subject of an action, and the object of 
the same action, as when one acts upon himself; thus, Fierre se frappe. 
This kind of Verb has been fully described already, and its uses in French 
partially illustrated. 

A Neuter Verb, also called Intransitive, is one in which the action is 
not viewed as passing over and falling upon any particular object. It has 
the same form as the Active Verb, but without any Objective Case or 
Direct Eegimen connected with it. Thus, II tomhe^ il arrive. We do not 
say that one /alls anything, or arrives anything, but simply end with the 
action itself. This is the nature of the ISTeuter Verb. Neuter, meaning 
neither J denotes that such a Verb is neiiJier Transitive nor Passive. 

It was a portion of the Neuter Verbs of the French Language which we 
introduced in the First Course, with the auxiliary etre^ meaning have, as 
Je suis arrive^ I arrived (have arrived). These same Neuter Verbs re- 
appear, in this Lesson, in the other Persons. The Active Verbs are ap- 
pearing all along. The Passive Verbs will be introduced in the next Les- 
son ; the Eeflectives, in their additional Categories, as we proceed. All 
Eeflective Verbs have the auxiliary etr€ instead of avoir in their Compound 
Tenses. Most Neuter Verbs do not; thus, J^ai marclie^ I walked, not 
Je suis rnarche. All the very few Neuter Verbs, that take etre^ have been 
already given. 

The Active, Passive, and Neuter, are called the three voices of the 
Verb. The Eeflective is then considered a branch of the Active voice. 



TWENTY-THIRD LESSON OF THE SECOND COURSE. 

THE PASSIVE VERBS. 



I AM KURT, 
HE IS HURT. 

I am accustomed to that. 

he is accustomed, 
she is accustomed. 

we are accustomed. 



f JE SUIS BLESSE. 
XL EST BLKSSE. 

Je suis accouturae, accoutumee, a 
cela. (Obs. 1.) 

il est accoutume. 
elle est accoutumee. 

nous sommes accoutume, — ee, — 
es, — ees, (Obs. 2.) 



224 



SECOND COUESE. 



you are accustomed. 

they are accustomed. 

was she used to get up early ? 

we were accustomed to go to bed 
very late and to get up early 
enough. 

I was not accustomed, for my part, 
to get up without fire. 

in the midst of winter* 

for my part, 
for your part. 

the second. 

the third of February. 

February. 

was not the cook struck with ter- 
ror at the sight of this wiM 



she was [so]. 

so, IT, THAT. 

every noon,, every day at noon. 

the whole year. 

every year. 

every month. 

every fortnight, 
every week. 

how long has your mother-in-law 
been married ? [since when]. 

she has been [she is] married since 
the month of February last. 

married. 

to strike with terror. 



vous etes accoutume, — 6e, — es^ 
— ees. (Obs. 2.) 

ills sont accoutumes. 
elles sont accoutumees. 

etait-elle accoutumee a se lever de 

bonne heure ? 
nous etions accoutumees a nous 

coucher tres tard et a nous lever 

d'assez bonne heure. 

je n'ai pas ete accoutumee, pour 
ma part, a me lever sans feu 

en plein hiver. 

pour ma part, 
pour votre part. 

le deux. 

le trois de fevrier. 

f§vrier. 

la cuisiniere ne fut-elle pas frapp^e 
de terreur a la vue de cette bete 
feroce ? 

elle le fut. 

LE, l' (Obs. 3.) 

tous les J ours a midi. 

toute Tannee. 

tous les ans. 

tous les mois, 

tous les quinze jours, 
tous les huit jours. 

depuis quand votre belle-mere est- 

elle mariee? 
elle est mariee depuis le mois de 

fevrier dernier. 

marie, — ee, — es, — ees. 
frapper de terreur. 



TWENTY-THIRD EXERCISE OF THE SECOND COURSE. 

1. How long has your sister been married? — She has been [is] 
married [since] eleven months, 2. Does this shoemaker dine 
every day at noon at our place? — He does not dine here [there} 
every day. 3. What day of the month is it? — It is the third of 
January. 4. What o'clock was it when you came in for the second 



TWEI^TY-TniRD LESSON. 225 

time ? — It was one o'clock. 5. Have you a [the] cold the whole 
year ? — I have one [it] the whole year. 6. Do you not visit our 
city every fortnight at least ? — I beg your pardon, I visit it but 
once a year. 



OBSEEYATIONS. 

1. The Participle Past, beiug a sort of Adjective, agrees, in French, 
throughout the Passive voice, in Gender and Number, vrith the Subject, 
that is to say, it takes the signs of the Masculine or Feminine Gender and 
of the Singular or Plural Number, whenever the Subject does. 

Every Transitive Verb may be changed into the Passive voice. 

2. The First and Second Persons Plural of the Passive Voice, in French, 
present some points which should not be overlooked. 

Editors, authors, and other persons writing for the public, say, using 
the First Person Plural in all the Modes and Tenses : We loroU^ etc., in- 
stead of Iwrote^ etc., which last they would use in ordinary conversation. 
Kings and princes arrogate the same style. This occurs in both Lan- 
guages. So, in both Languages, You is used, in speaking to a single per- 
son, instead of Thou, although its proper and original meaning, in which it 
is still used also, is to designate more persons than one. This is a usage 
that has grown out of the formaUties of poHteness. 

So far the subject presents no special difficulties, both Languages being 
alike ; but, from the agreement of the Participle in the Compound Tenses 
in French, there are four ways of writing acooutume^ for example, in the 
First and Second Person Plural of the Passive Verb, thus : 

Nous sommes, Vous etes accoutum e ; 

Nous sommes, Vous etes accoutum ee; 
meaning one Person, Masculine or Feminine. 

Nous sommes, Vous etes accoutum es ; 

Nous sommes, Vous etes accoutum ees ; 
meaning two or more Persons, Masculine or Feminine. 

3. The little word, Ze, V is employed here in anew capacity. The name 
Pronoun is hardly a proper one for it, since it generally takes the place of 
an Adjective. It is more properly an Adverb, and is translated by So or 
omitted altogether, in English. Thus, Was she sick ? — Etait-elle malade f 
Fut-eUe malade ? She was (sick) — Elle Vetait ; elle le fut. 

It sometimes takes the place of a whole phrase, as in the example in 
the Lesson : 

Was -not the cook struck, etc. ? She was (struck with terror at tho 
sight of that wild beast.) 
Le, r, in this case, is invariable. Do not use, therefore. La or Z^ instead 
of it. 

10* 



SECOND COURSE. 



does he not lean on it ? • 

ON IT. 

diet, system of life. 

minister. 

fire. 

beast. 

mother-in-law* 

chair. 

a wall. 

balustrade. 

FROM TOP TO BOTTOM. 

wharf. 

do not trust promises for the fu- 
ture. 

I will take good care not to trust 
[to] them. 

to recommend. 

to be careful not to . . . 

to take care not to, to mind not 
to, to be careful not to, to take 
good care not to . . . 

did you recommend him to keep 
[the] secret upon this subject? 

why did you not mend this pen 
rather than the other ? 

WHY . . . NOT. 

will you not send for bed or win- 
dow-curtains? 

twenty-five, twenty-fifth. 



COURSE. 



appuyez done la chaise contra le 
mur. 



TWENTY-rOURTH LESSON OF THE SECOND 

MISCELLANEOUS SUBJECTS. 

why do you not rest the chair 

[rest the chair then] against 

the wall ? 
rest it against the wall. 

rest against the balustrade of the 
staircase, else you will fall from 
top to bottom. 

this white-haired old man leans 
on his stick. 



appuyez4a centre la muraille. 

appuyez-vous contre la rampe de 
I'escalier, sans quoi vous tombe- 
rez du haut en bas. 

ce vieillard a cheveux blancs s*ap- 

puie sur son baton, 
ne s'appuie-t-il pas dessus ? 



(Fern.) 



regime. 

ministre. 

incendie. 

bete. 

belle-mere. 

chaise. 

un mur, une muraille. 

rampe. 

du haut en has, 

quai. 

ne vous fiez pas aux promesses do* 

renavant. 
je me garderai bien de m'y fier. 



recommander de. . 
se garder de . . . 
se garder bien de . , 



(before Inf.) 



lui avez-vous recommande le se- 
cret sur cette affaire ? 

que n'avez-vous tailie cette plume 
ci plutot que cette autre? 

que ne, , . 

n'enverrez-vous pas chercher des 
rideaux de lit ou des rideaux de 
fenetres ? 

vingt-cinq, vingt-cinqui^me. 



TWENTY-FOURTH LESSON. 



227 



to send for. 






envoyer chercher. 




did the prisoner ask the 
to let him go out once 


keeper 
a day. 


le prisonnier a-t-il demande au 
gardien de le laisser sortir une 


towards evening f 






fois par jour, sur 


Le soir ? 


to let . . . go out. 






laisser sortir. 


(Obs.l.) 


did Sarah ask the governess to 
let her go to the exhibition ? 


Sara a-t-elle demande a la gouver- 
nante de la laisser aller a I'ex- 








position ? 




to let. .. go. 






laisser aller. 


(Obs. 1.) 


to let her go there. 






de I'y laisser all«r. 




towards evening. 






sur le soir. 




governess. 






gouvernant<}. 




ELSE, OTHERWISE* 






sails quoi . . . 




FOR THE FUTURE, 






dormavant 




K'ew Year's day. 






Jour de I'An, 




the fourth, 
the fifth. 






k quatre, 
ie cinq. 




March. 






mars. 





TWENTY-FOURTH EXERCISE OF THE SECOND COUFkSE. 

1. Had you not recommended this old man with gray hair to 
your brother? — I had recommended him to him, T do not regret it. 
2. Did he show talent ? — He showed a great deal of it in every cir- 
cumstance. 3. Why did you not ask the professor to let you go out 
because you were sick ? — I was afraid, — What were you afraid of? 
— I was afraid of being scolded. 4. Shall we send for bed- 
curtains at this hour ? — We shall not send for them to-night, but 
early to-morrow morning. 5, When do you go away ? — I shall go 
away towards evening. 6. Mend [cut] this pen for me, Mr. Paul. 
— I will mend it for you if you are [a] good boy. 



OBSERVATIONS. 
1. Notice the difference of position of the Noun or Pronoun, in the 
two Languages, after the Verbs Laisser aller ^ To let. . . go, Laisser sortir. 
To LET ... GO OUT. To Frcnch, the Noun comes after both Verbs, and the 
Pronoun before both, whilst, in English, both the Noun and the Pronoun 
are inserted between the two Verbs Let . . . and Go. This observation ap- 
plies also to other Verbs used with Laisser, To let. . . 



SECONH COURSEr 



TWENTY-FIFTH LESSON OF THE SECOND COURSE, 



THE FAETICIPLE PRESENT. 



passing on the boulevard, I stop- 
ped before that splendid coffee- 
house. 

I am looking attentively at those 
Chinese admiring these sewing- 
m.achines. 

meeting so many soldiers one after 
another, I was asking myself 
what that signified, when a gen- 
darme explained to me the- 
■whole affair,, and freed me from 
uneasiness. It was a review on 
the Champ-de-Mars, 

a sewing-machine., 
review^ 

I never liked a man meddling 
constantly with other people's 
business. 

why does be meddle with what 

does not concern him ? 
meddle with what concerns you> 
let every one meddle with what 

concerns him, and everything 

will go right. 

with what did they meddle ? 
why have we meddled with it ? 

that concerns me. 

to meddle with ... 

[as you are] getting ready to visit 
Europe next spring, will you 
not let me this furnished apart- 
ment? 

abounding in fruits and grains of 
all sorts, the United States have 
not to dread famine, 

ATTENTIVELY. 
CONSTANTLY. 

an abundant rain fell last night* 

these farmers have got in an abun- 
dant harvests 



passant sur le boulevard, je m'ar- 
retai devant ce magnifique ca- 
fe, (Obs. 1.) 

je regard e- attentivement ces Chi- 
nois admirant ces machines a 
coudre. (Obs. 1.) 

rencontrant tant de soldats I'un 
apres I'autre, je me demandais 
ce que cela signifi'ait, lorsqu'un 
gendarme m'expliqua toute I'af- 
faire et me tira d'inquietude, 
C'etait une revv e sur le Champ- 
de-Mars. 

une machine a coudre. 
revue. 

je n'ai jamais aime un homme se 
melant constamment des affaires 
des autresi (Obs. 1.) 

pourquoi se mele-t-il de ce qui n& 

le regard e pas ? 
melez-yous de ce qui vous regarde. 
que chacun se mele de ce qui le 

regarde, et tout ira bien. 

de quoi se sont-ils meles ?' 
pourquoi nonis en sommes-nous 
meles ? 

^ cela me regarde. 

se meler de. . . 

vous disposant a visiter TEurope 
• le printemps prochain, ne me 
louerez-vous pas cet apparte- 
ment garni ? 

abondant en fruits et en grains de 
toutes sortes,, les ]6tats-Uni& 
n'ont pas a redouter la famine, 

attentivement, 

constamment, 

une pluie abondsnte est tomb^*® 
hier dans la nuit. (Obs. 1.) 

ces fermiers ont recolte une mois- 
son abondante. (Obs. 1.) 



TWENTY-FIFTH LESSON. 



229 



here is a redundant phrase, sup- 
press it. 

ONE AFTER ANOTHEB. 

to hire, to rent. 

famine, 
phrase. 

take care not to insult the passers- 

the inhabitants of this country 
have a great deal of aptitude 
for [the] mechanic arts. 

the}^ hare indeed a great deal of it. 

to get in [the crop], 
to retrench, to suppress, 
to dread, to fear. 

to free [to draw] from uneasiness. 



I (Fem.) 



Toila line phrase redondante, re- 
tranchez-la, 

run apres Vautre, 

louer. 

famine, 
phrase. 

gardez-Yous bien d'insulter les pas- 
sants. (Obs. 1.) 

les habitants de ce pays ont beau- 
coup d'aptitude pour les arts 
mecaniques. 

ils en ont certes beaucoup, 

recolter. 

retrancher. 

redouter. 

tirer d'inquietude. 



TWENTY-FIFTH EXERCISE OF THE SECOND COURSE. 

1. Will you not visit this charming young person? — I wiJ visit 
her as soon as possible. 2. As you are preparing to visit New 
York next year, will you not buy my horse ? — I shall not buy any- 
thing. 3. Do not meddle, if you please, in what does not concern 
you. — I will not meddle, for the future, in what does not concern 
me at all. 4. Be careful, like good boys, not to insult any of the 
passers-by. — We shall be very careful not to insult anybody, my 
dear mother. 5. Do you dread [the] famine in this country? — 
We do not dread it. 



OBSERVATIONS. 
1. In the First Course (L. 24, Obs. 1,) the Participle Present was intro- 
duced, preceded by the Preposition en. In this Lesson we see it used 
without that Preposition. In the first example, it relates to the subject ; 
Passant, . . je m'arretai, etc. 
In the second and third, to the object of the first Verb : 
Je regarde ,..ces Ckvnois admirant ces machines, etc. 
Je n'ai jamais aime un homme se nielant des affaires, etc. 
The three above examples show the Participle Present not subject to 
any change, whether it relates to the Subject or the Object of the Verb. 
But when the same form of the Verb fills the oflSce of an Adjective as in 
the fourth example, it falls under the rules governing the Adjective : 
Une pluie ahondante est tombee. 
Ces fermiers ont recolte une moisson ahondante, ^ 



280 



SKCvOND COUliSE. 



We sec it used in the fiftli example as a Noun, and treated as such ; 

Gardez-voLis bien d'insiilter les passants. 
Let U8 resume : the Participle Present has, then, four distinct uses : 

I. The Gerund* 

II. The Participle Present Proper. 

III. The Verbal Adjective {Adjectif Verbal)^ 

IV. The Participle Present, Substantively used. 

The two first are invariable ; the two last follow the rules regulating tho 
difi^erent Parts of Speech they belong to. They will be found indicated in 
good dictionaries. 

To explain a little more fully these differences. The Present Particdplo 
used as a Gerund, borrowing this term from the Latin Grammar, stands 
in lieu of an entire clause or subordinate sentence with its appropriate 
Conjunction connecting it with the governing clause or principal sentence. 
En parlant^ for example, means While / ivas s;peaking^ and so Passant^ in 
the Example above, with the en omitted. 

The Participle Proper is an Adjective word as respects its use, but Ver- 
bal as to its meaning, because it signifies an action or active state, instead 
of a mere quality. Un Tiomme se melant^ etc., is a man doing ,0^ acting, and 
although the word denoting his activity is joined to that which denotes 
him, in an Adjective way, it retains so much of this Verbal character, that 
it is not treated, grammatically, as a mere Adjective. 

The Present Participle, as a Verbal Adjective, and treated grammati- 
cally as an Adjective, expresses a state, quality, or condition resulting 
from an action, but with no reference to a present or living activity. Z/he 
recolte ahondante is a harvest having the present resulting quality of 
abundance, but not doing any action. 

The Present Participle as a Noun is the mere name of the person or 
thing acting, as the Infinitive Mode is of the action itself. 



TWENTY-SIXTH LESSON OF THE SECOND COURSE. 

PRONOUNS : ImI en,, etc. 



HIM SOME, HER SOME ; SOME OF IT TO 
him; SOME OF IT TO HER; SOME 
OF THEM TO HIM ; SOME OF THEM 
TO HER. 

THEM SOME ; SOME OF IT TO THEM ; 
SOME OF THEM TO THEM. 

do you give him [her] some flour ? 
do you give him a good deal of it 

at once ? 
we give him only twenty-six 

pounds of it. 



LUI EN. . 



lui donnez-vous de la farine ? 

lui en donnez-vous beaucoup a la 

fois? 
nous ne lui en donnons ^ue vingt- 

six livres. 



TWENTY-SIXTH LESSON. 



231 



twenty-six, twenty-sixth. 
pound. 

SOME OF IT TO US, OF US ; US SOME. 

shall we refuse money to this skill- 
ful joiner if he asks some of us ? 

we will not refuse him some. 

did the lady to whom you have 
presented a bouquet accept it ? 

did the one to whom you have 
presented it> accept of it ? 

the huckster woman, from whom 
I did not buy onions, quarreled 
with me on that account. 

the one of whom I bought some. 

THE ONE OF WHOM, THE ONE FROM 
WHOM . . . 

THE ONE TO, FROM WHOM. , . 

the person, the name of whom I 
have mentioned to you, begs of 
me, in a letter, to announce to 
you her arrival by the steamer. 

the one of whom you have men- 
tioned to me the name. 

THE ONE OF WHOM. . . 

the seventh, 
the eighth. 

April. 

date the letter in this manner : 

Paris, April the eighth, 

or, without mentioning the name 
of the mon:fen: 

Vienna, the seventh instant. 

does this unfortunate working- 
wxjman, who earns hardly ten 
cents a day, spend them all. 

does the one who chatters inces- 
santly get on with his work ? 

THE ONE WHO, HE WHO; THE ONE 
WHO, SHE WHO . . . 

THOSE WHO, THEY WHO . . . 

are those who swim in abun- 
dance happy? 



vingt-six, vingt-sixieme. 

livre. (Fern.) 

NOUS EN . . . 

refuserons-nous de I'argent a cet 
habile menuisier s'il nous en de- 
mande ? 

nous ne lui en refuserons pas. 

la dame a qui vous avez presents 
un bouquet Fa-t-elle accepte ? 

celle a qui vous I'avez presente I'a- 
t-elle accepte ? 

la revendeuse a qui je n'ai pas 
achete.d'oignons m'a querelle a 
cause de cela. 

celle a qui j'en ai achete. 

CELLE DE QUI . . . 
CELLE A QUI . . . 

la personne dont je vous ai men» 
tionne le nom me prie, dans une 
lettre, de vous annoncer son ar- 
rivee par le steamer. 

celle dont vous m'avez mentionne 
le nom. 

CELLE DONT. . . 

le sept. 

le huit. ^ 

avril. 

datez la lettre de cette mani^re : 

Paris, le huit avril. 

du bien, s&ns mentioner le nom 
du mois : 

Vienne, le sept du present 

cette malheureuse ouvriere, qui 
gagne a peine dix sous par jour, 
les depense-t-elle entierement? 

celui qui babille sans cesse avance- 
t-il son ouvrage? 

CELUI QUI. . . CELLE QUI. . . 



CEUX QUI... CELLES QUI... 

ceux qui nagent dans Tabondanca 
sont-ils heureux ? 



232 



SECOND COUKSE. 



to be in clover ; to swim in abun- 
dance. 

THE ONE WHICH, THAT WHICH. . . 
THOSE WHICH. . . 

does tlie dog which yon strike 
caress you in return ? 

will the one which you strike 
caress you ? 

how do you like the proverb : 
" Who loves well, chastises well." 

he [that one] loves well who re- 
wards well. 

he [that one, the person] is not 
worthy of living who detests 
his fellow-creatures. 

WHO. 

HE . . . WHO ; THE ONE . . . WHO ; THAT 
ONE WHO . . . ; THE MAN . . . WHO . . . 

to detest. 
to live. 

his, her, one's fellow-creature. 

does any one remember at what 

page we left off? 
does nobody remember it ? 

is there anybody among these 
young gentlemen who remem- 
bers it ? 

is there no one of those ladies 
who remembers it? 

not one of them remembers it. 

let every one remember it here- 
after. 

let every one take care not to for- 
get it for the future. 

whoever shall forget his slate- 
pencil will be severely chas- 
tised. 

anybody soever who shall not 
bring his task will be dismissed. 

to dismiss, 
to leave off. 

skillful. 

FOR THE FUTURE. 



cL peine, 

nager dans Tabondance. 

CELUI QUE . . . CELLE QUE . . . 
CEUX QUE . . . CELLES QUE . . 

le chien que vous frappez vous ca- 
ress e-t-il en retour ? 

celui que vous frappez vous cares- 
sera- t-il ? 

comment trouvez-vous le pro verbe : 
" Qui aime bien, chdtie bien." 

celui-la aime bien qui recompense 
bien. 

[ celui-la n'est pas digne de vivre 
) qui deteste ses semblables. 
"^ celui qui deteste ses semblables 
( n'est pas digne de vivre. 

Qxn. 

CELUI-LA . . . QUI ... 

detester. 
vivre. 

son semblable. 

quelqu'un se rappelle-t-il a quelle 

page nous en sommes restes ? 
personne ne se le rappelle-t-il ? 

y a-t-il quelqu'un de ces jeunes 
messieurs qui se le rappelle ? 

n'y a-t-il aucune de ces dames qui 

se le rappelle? 
pas une ne se le rappelle. 

que chacun se le rappelle dorena- 

vant. 
que tout le monde se garde de 

Toublier a I'avenir. 
quiconque oubliera son crayon 

d'ardoise sera chatie severe- 

ment. 
qui que ce soit qui n'apportera 

pas son devoir sera renvoye. 

renvoyer. 
en rester. 

habile. 

a Vavenir, 



TWENTY-SEVENTH LESSON. 233 

TWENTY-SIXTH EXERCISE OF THE SECOND COURSE. 

1. The girls who chat all the time do not get on with their 
work, I believe. — I do not believe myself that those who chat so 
much will get on with their work. 2. At what page of the gram- 
mar did we stop yesterday? — We stopped at the twenty-sixth page. 
3. Does the dog like those who strike him? — He does not like 
those who strike him. 4. Whoever shall forget his pen will be 
severely chastised. — For my part, I never forget it. 5. Date your 
letters in this manner, for the future : Vienna, the 5th of Feb- 
ruary. — I will date them in that manner for the future. 



TWENTY-SEVENTH LESSON OF THE SECOND COURSE. 
PKONouNs i?, Elle^ It ; Us^ Elles^ They. 



is this watch fast or slow ? 



does not the manner in which 
you study prevent you from 
making any progress ? 

does the manner in which you 
study seem the best to you ? 

THE MANNER IN WHICH . . . 
IN THE MANNER IN WHICH . . . 

in the manner in which he works, 
he will not advance. 

in what manner does he pass his 
time? 

in what manner ? 

twenty-seven, twenty-seventh. 

twenty-eight, twenty-eighth. 

this seems forced, exaggerated, 
does not that seem exaggerated? 
this does seem so. 

will what occasions loss to me give 
you any profit ? 

at what o'clock does the sun rise? 
it rises at such an hour and sets 
at such an other. 



cette montre avance-t-elle ou re- 
tarde-t-elle ? 

IL, ELLE. 
ILS, ELLES. 

la maniere dont vous etudiez ne 
vous emp^che-t-elle pas de faire 
despr ogres? (Obs. 1.) 

la maniere dont vous etudiez vou3 
semble-t-elle la meilleure ? 

la maniere dont, . . 

de la maniere dont . , . 

de la maniere dont il travaille, il 
n'avancera pas. 

de quelle maniere passe-t-il son 
temps ? 

de quelle maniere ? 

vingt-sept, vingt-septi^me. 

vingt-huit, vingt-huiti^me. 

ceci semble force. 

cela ne semble-t-il pas force ? 

cela le semble. 

ce qui me cause de la perte voua 
donnera-t-il du profit ? 

a quelle heure le soleil se leve-t-il? 
il se leve a telle heure et il so 
couche a telle autre. 



234 



SECOND COUESE. 



the moon rises at six o'clock in 
the evening ; it sets at the same 
hour the next morning. 

are these pens better mended than 
those? 

this kite goes up at the mercy of 
the wind. 

at my will ; at our will. 

does the agreement of the adjec- 
tives with the substantives give 
you much trouble ? 

paper-kite, 
agreement, 
adjective, 
substantive. 

to appear, to seem. 

to trouble, to cause trouble. 

bedroom. 

at the mercy of the wind. 

to chatter. 

twenty-nine, twenty-ninth. 

May. 

Monday. 
Tuesday. 

molasses. 



la lune se leve a six heures du soir ; 
elle se couche a la meme heure 
le lendemain matin. (Obs. 1.) 

ces plumes-ci sont-elles mieux 
taillees que celles-la ? 

ce cerf-volant monte au gre du 
vent. 

a mon gre ; a notre gre. 

I'accord des adjectifs avec les sub- 
stantifs vous donne-t-il beaucoup 
de peine ? 

cerf-volant. 
accord, 
adjectif. 
substantif. 

sembler. 

donner de la peine. 

chambre a couch er. 

au gre du vent, 

babiller. 

vingt-neuf, vingt-neuvieme, 

mai. 

lundi, 
mardi. 

melasse. 



TWENTY-SEVENTH EXERCISE OF THE SECOND COURSE. 

1. Is the bedroom swept ? — It is not swept yet 2. Let your 
kite go up at the mercy of the wind. — Shall I let it go up at the 
mercy of the wind ? 3. Does not this phrase seem to you forced ? 
It seems to me to be so. 4, In what manner do you speak in pre- 
sence of your good parents ? — I always speak in the best manner. 
5. What is the day of the month ? — It is the twenty-seventh or the 
twenty-eighth. 



OBSERVATIONS. 
1. There is no Pronoun, in French, corresponding to our It, applying 
exclusively to inanimate thhigs. /Z, elle^ ils, elles^ are used with this sig- 
nification, for things, the very same as when they stand for He, Sue, They. 



TWENTY-EIGHTp LESSON. 



TWENTY-EIGHTH LESSON OF THE SECOND 

MISCEIiLANEOUa SUBJECTS. 

not to fit. 

not to fit well. 

does this mantilla fit me well ? 
it does not fit you badly. 

this 3'ellow and red bonnet fits 

you admirably, 
this gown, rose-color, fits your 

sister better than [it fits] mine. 

do you come near this gentleman 
to speak to him more at your 



at my ease, 
more at his ease. 

I like neither sugar nor molasses 

in my coffee. 
I spare neither care nor expenses. 

to approach, to come near [to]. 

this student repeated by heart all 
his lesson, which is, at least, as 
long and as difficult as yours. 

we never had one so long nor so 
difficult before. 

thirt}', thirtieth. 

is there a more learned man than 
our professor of Greek ? 

is there a more learned man than 
he is, in Europe ? 

have you reason to believe that 
there are none deeper nor more 
learned than they are? 

as long a lesson as. . . 

teacher of Greek. 

AT LEAST. 
INCONTESTABLY. 
BEFORE. 
ADMIRABLY. 

rose-color. 
Europe. 



COURSE. 



aller mal. 

ne pas aller bien. 

cette mantille me va-t-elle bien ? 
elle ne vous va pas mal. 

ce bonnet jaune et rouge vous va 

a merveille. 
cette robe couleur de rose va mieux 

a votre soeur qu'a la mienne. 

vous approchez-vous de monsieur 
pour lui parler plus a votre aise? 



a mon aise. 
plus a son aise. 

je n'aime ni sucre ni melasse dans 

mon cafe. 
je ne menage ni soins ni depenses. 

s'approcher de . . . 

cet etudiant a repete par coeur 
toute sa le^on qui est, pour le 
moins, aussi longue et aussi dif- 
ficile que la votre. 

nous n'en avons jamais eu d'aussi 
longue ni d'aussi difficile aupa- 
ravant. 

trente, trentieme. 

y a-t-il un homme plus savant que 
notre professeur de grec ? 

y a-t-il un homme plus savant que 
lui, en Europe ? 

avez-vous sujet de croire qu'il n'y 
en a pas de plus profonds ni de 
plus instruits qu'eux ? 

une leyon aussi longue que . . . 

professeur do grec 

pour le moins. 

sans contredit. 

auparavant. 

d merveille. 

couleur de rose. 

Europe. (Fem.) 



236 



SECOJ^D COURSE. 



as deep as lie is. 

somebody as deep as he is. 

nobody more learned than she is. 

a learned man less arrogant than 
he is. 

somebody, anybody less ambitious. 

deep. 

learned, 
arrogant. 

ambitious. 

to be right in believing that . . . 



aussi profond que lui. 
quelqu*un d'aussi profond. 
personne de plus instruit qu'elle. 
un savant moins arrogant que lui. 

quelqu'un de moins ambitieux. 

profond, profonde. 

instruit, instruite. 
arrogant, arrogante. 

ambitieux, ambitieuse. 

avoir sujet decroire que. . . 



TWENTY-EIGHTH EXERCISE OF THE SECOND COURSE. 

1. Have they as small shoes as those, in their store? — I have 
reason to believe they have [some]. 2. Did they have neither 
bread nor butter for a long time ? — They had not any for a long 
time. 8. Why do they come nearer you ? — They come near be- 
cause they desire to speak to me low. 4. Do these ladies wear as 
small gloves as mine ? — They do wear still smaller ones. 5. Did 
these workmen eat all this mutton cutlet ? — They ate all of it. For 
my part, I did not eat any. 6. I wish you good day. — I wish you 
good night. 



TWENTY-NINTH LESSON 

PRONOUNS 

did the man-of-war Pocahontas 
enter full-sail into the harbor ? 

has this propeller crossed the 
Ocean in less than thirty-one 
days ? 

did this entirely new schooner 
take refuge in this retired cove 
during the last squall? 

she took refuge. 

she entered. 

she crossed. 

the steamboat, 
the steamer, 
the sailboat. 



OF THE SECOND COURSE. 

J?, Elle^ ETC. 

le navire de guerre le Pocahontas 
est-il entre a pleines voiles dans 
le havre ? 

ce bdtiment a helice a-t-il traverse 
rOcean en moins de trente-et-un 
jours? 

cette goelette toute neuve s*est-elle 
abritee dans cette anse ecartee 
durant le dernier coup de vent ? 



elle s'est abritee. 


(Obs. 1.) 


il est entre. 


Obs. 1.) 


il a traverse. 


(Obs. 1.) 


le bateau a vapeur. 

le steamer. 

le batiment a voiles. 





TWENTY-NINTH LESSON. 



237 



tliirty-one, tliirt3^-first. 
thirty-two, and so forth, adding 
the units, up to forty. 

a dozen. 

the fortnight, the fifteen. 

twenty, a score. 

thirty, a score and a half. 

how much do you pay for these 
eggs a dozen? 

a dozen, 
a piece. 

does this cow give a good deal of 

milk? 
she gives ten litres [of it] a day. 

a year, 
a month. 
a week. 
a day. 

is the poor milk-seller vexed at 
her not yielding more ? 

are you amusing yourself by look- 
ing at the mare and her colt 
gamboling in the meadow ? 

the she-dog and her little ones, 
the cow and her calf. 

TO BE VEXED THAT. 

propeller. 

war-ship, man-of-war. 

a three-mast vessel. 

schooner. 

did you observe on the right, on 
going up stairs, that famous 
allegory of Time and his 
scythe ? 

from whom [whose] is that pic- 
ture? 

from the celebrated painter of 
Venice. 

what is the infinitive of the verb 
the participle of which is "re- 
marked," which we have used 
above ? 



trente-et-un, trente-et-unieme. 
trente-deux, et ainsi de suite, en 

continuant les unites, jusqu'a 

quarante. 

une douzaine. 

la quinzaine. . 

une vingtaine. 
une trentaine. 

combien payez-vous ces oeufs la 
douzaine ? (Obs. 2.) 

la douzaine. 
la piece. 

cette vache donne-t-elle beaucot^p 

de lait ? 
elle en donne dix litres par jour. 

par an, par annee. 

par mois. 

par semaine. 

par jour. 

le pauvi'e laitier est-il au deses- 
poir qu'elle n'en donne pas da- 
vantage ? 

vous amusez-vous aregarder la ju- 
ment et son poulain qui gam- 
badent dans la prairie ? 

la chienne et ses petits. 
la vache et son veau. 

eire au desespoir que, (Subj.) 

batiment a helice. 
navire de guerre, 
un trois-mats. 

goelette. 

avez-vous remarque, a droite, en 
montant Tescalier, cette fameuse 
allegoric du Temps et de sa 
faux? 

de qui est ce tableau ? 

du celebre peintre de Yenise. 

quel est I'infinitif da verbe dont 
le participe est " remarqiie," 
que nous avons employe plus 
haut? 



238 



SECOND COURSE. 



squall. 

what is the gender of the noun 
" picture ?" 

what is the feminine of the adjec- 
tive "celebrated?" 

is the feminine of this adjective 
similar to the masculine ? 

would they desire, from the bot- 
tom of their hearts, to see 
their mother well if they did 
not love her sincerely ? 

from the bottom of the heart. 

SINCERELY. 
EQUALLY. 

do you live near by ? 

NEAR BY. 

complacent, kind, 
amiable. 



coup de vent. 

quel est le genre du substantif 
" tableau ?" 

quel est le feminin de Tadjeetif 
" celebre ?" 

le feminin de cet adjectif est-il 
semblable au masculin ? 

souhaiteraient-ils, du fond de leur 
coeur, voir leur mere bien por- 
tante s'ils ne I'aimaient pas sin- 
cerement? 

du fond du coeur. 
sinceremeni, 
egalement. 

restez-vous pres d'ici ? 
pres d'ici. 

complaisant, complaisante. 
aimable. 



TWENTY-NINTH EXERCISE OP THE SECOND COURSE. 

1. What is the gender of the word "time," in French? — It is 
masculine. 2. How much do you pay [for] these peaches a dozen ? — 
I paid three cents a piece [for] them. 3. Did these men and these 
women cross the river in that bark canoe ? — They crossed in the 
bark canoe the first time, but they crossed in the steamboat the 
second. 4. From whom is this picture ? — It is from a celebrated 
painter of Rome. 5. Is this not a very fine allegory? — It is a 
very fine allegory of Time. 6. Keep quiet, if you please. — I will 
keep quiet for the future. 7. Good morning. 



OBSERVATIONS. 

1. When speaking of a vessel, in English, they often say : She, She 
crossed^ instead of It, It o^ossed. So, for objects personified generally, the 
Masculine Pronoun He or the Feminine She is used. 

The He or She is also used in English, with the names of some animals, 
such as those mentioned in the Lesson, He or She being used according to 
the sex of the animal. 

But the rule in French is uniform : it is always II or elle^ etc., accord- 
ing to the Gender of the subject. 

2. The Indefinite Article of the English a, an, is sometimes translated 
by the Definite French Article i>, la. 



THIRTIETH LESSON. 



239 



THIRTIETH LESSON OF THE SECOND COURSE. 

THIED CATEGORY OF KErLECTIVES. — VERBS, REFLECTIVE IN FRENCH, NEUTER 
IX ENaLISH. 



do these clotlis wash in soft vrater 
or hard ? 

does this dicky starch without ^3^f- 
ficulty ? 

do vegetables keep equally well in 
all seasons ? 

does the snow heap up in the val- 
ley? 

TO KEEP. 

to wash. 

to heap up, heap together. 

to starch. 

mind the trunk of this enormous 

elephant, 
mind his trunk I 



some of those gentlemen are very 

kind, 
several of these ladies are very 

amiable, nevertheless. 

SOME [ones], a few. 
SEVERAL. 

some of them. 

dicky, 
paper money. 

soft water, 
hard water. 

does this maple saw better cross- 
wise than lengthwise ? 

forty, fortieth, 
(a) forty. 

to bite, 
to claw. 

to stab with a knife, 
to thrust with a saber. 



ces etoffes se lavent-elles dans de 
I'eau douce ou dans de Teau 
crue ? 

ce devant de chemise s'empese-t-il 
sans difficulte ? 

les legumes se gardent-ils egale- 
ment bien dans toutes les sai- 
sons? 

la neige s'amasse-t-elle dans la 
vallee ? 

SE GARDEE. 

se laver. 

s'amasser. 

s'empeser. (Obs. 1.) 

gare a la trompe de cet enorme 

elephant, 
gare a sa trompe I 

son, sa ses. 

j LE SIEN, LA SIENNT]. 

( LES SIENS, LES SIENNES. 

quelques-uns de ces messieurs sont 

tres complaisants. 
plusieurs de ces dames sont fort 

aimables, du reste. 

QUELQUES-L-NS, QL1ELQUE3-UNES. 
PLUSIEURS. 

j quelques-uns d'eux. 
( quelques-unes d'elles. 

devant de chemise, 
du papier-monnaie. 

de I'eau douce. 
de I'eau crue. 

cet erable se scie-t-il mieux sur le 
travers que sur le long ? 

quarante, quarantieme. 
une quarantaine. 

donner un coup de dents d. . . 
donner un coup de patte sur. . . 

frapper a coup de couteau. 
frapper a coup de sabre. 



24:0 SECOND COURSE. 

THIRTIETH EXERCISE OP THE SECOND COURSE. 

1. Will she remain near by for the future? — I beg.your pardon, 
she will not remain near by. 2. Now, speak from the bottom of 
your heart, would you desire to see all men happy and good ? — I 
would desire to see them good and happy. -8.' Does this cat claw 
your fingers ? — No, she does not claw^ityfingers. 4. This captain 
stabbed niy neighbor' in the arm.— ^hich one? the right or the 
left? — In the right one. 5. Several of those. gen tlemfen are very 
obliging, are they not?— Many of them are [it]. 6. All those 
young ladies are very amiable. — For my part, I believe they are 
not all so. 7. Several of them are [it], I think. — I believe, with 
you, that several of them are so. 8. Do tj^se cloths wash well in 
hard water? — Yes, but they wash better In soft water. 



OBSERVATIONS. , ^^ 
' 1. We cannot stop to attempt an explanation orau-ihe reasons why the 
Eeflective Form is used in French, in preference .to, others, when it is a 
preference of style merely. We shall give ajorf'mrr view of the differ- 
ent cases in which it occurs. The StujJ^nt must not weary of our ex- 
tended exhibition of this popular and idiomatic w^ of expression, hut 
study it carefully, as the chief peculiarity of the French Language as com- 
pared with his own. 

The Eeflective Verbs in this Lesson, and others used in the same way, 
only occur in the Third Person Singular and Plural. The term Impersonal 
is used otherwise by Grammarians to denote a class of Verbs which only 
occur in the Third Person Singular. We may adopt the name Third- 
Personal for this intermediate class. -' 



THIRTY-FIRST LESSON OF THE SECOND COURSE. 

FOURTH CATEGORY OF REFLECTIVES. — VERBS, REFLECTIVE IN FRENCH, PASSIVE 

IN ENGLISH. 



cold is easily caught in the fall, I 

can assure you. 
this important question begins 

to be agitated in the political 

circles. 

TO BE CAUGHT. 

to get angry at something, 
to get angry at it. 



le rhume s'attrape facilement en 
automne, je vous I'assure. 

cette question importante com- 
mence a s'agiter dans les cercles 
politiques. 

s'attraper. (Obs. 1.) 

se facher de quelque chose, 
s'^en facher. 



THIRTY-FIRST LESSON. 



241 



to get "angry with somebod}^ 
to get angry with him. 

fifty, fiftieth. 

(aj^fifty. 

are the verbs of the second conju- 
gation conjugated like those of 
the first ? 

are the nouns in French declined 
as in Latin ? 

how is the imperfect of the sub- 
junctive formed? 

you wear a cloak like mine, 
entirely like mine. 

LIKE. 

ENTIRELY LIKE, JUST LIKE. 

do you close your eye when look- 
ing in a telescope ? 

do you move all your body when 
walking ? 

your eye. 
your body. 

do you close one of them ? 

ONE OF THEM. 

where have you sent him on an 
errand ? 

to send on an errand. 

(on) "Wednesday, 
(on) Thursday. 

May. 

(on) Thursday, the eleventh of 
May. 

the eleventh. 

to cost. 

how much does this object cost 

you? 
it costs me fifty-three cents. 

how much did it cost the buyer ? 
how much did it cost him ? 

did this cost him dear ? 

that did not cost him anything. 

every other day. 
11 



se facher contre quelqu'un. 
se facher contre lui. 

cinquante, cinquantieme. 

cinquantaine. 

les verbes de la seconde conjugai- 
son se conjuguent-ils comme 
ceux de la premiere ? 

les noms en francais se declinent- 
ils comme en latin ? 

comment se forme I'imparfait du 
subjonctif? 

vous portez un manteau comme le 

mien, 
tout comme le mien. 

comme, 

tout comme. 

fermez-vous I'oeil en regardant 
dans un telescope ? 

remuez-vous tout le corps en mar- 
chant ? 

I'oeil. 
le corps. 

en fermez-vous un ? 

EN. . . ux. 

ou I'avez-vous enyoye en commis- 
sion ? 

envoyer en commission. 

mercredi. 
jeudi. 

mai. 

jeudi, le onze de mai, le onze mai, 
onze mai. 

le onze. (Obs. 2.) 

couter. 

combien cet objet vous coute-t-il? 

il me coute cinquante-trois cents. 

combien a-t-il cout6 a I'acheteur ? 
combien lui a-t-il coute ? 

cela lui a-t-il coute cher ? 
cela ne lui a rien coute. 

tons les deux jours. 



242 



SECOND COURSE. 



my bed, my breakfast, and my 
dinner, the next day, cost me 
but one dollar. 

SEVERAL TIMES. 

(a) sixty, three score. 

sixtieth. 

sixty. 

sixty-one, etc. 

seventy, 
seventieth. 

the fourth, 
the third. 



mon couch er, mon dejeiiner, et mon 
diner, le lendemain, ne m'ont 
coute qu'une piastre. (Obs. S.) 

ipliisieurs fois. 
d plusieurs reprises. 

soixantaine. 
soixantieme. 
soixante. 

soixante-et-un, et csetera. 

soixante-et-dix. 

soixante-et-dixi6me. 

le quart, 
le tiers. 



(Obs. 4.) 



THIRTY-FIRST EXERCISE OP THE SECOND COURSE. 

1. How much did this coat cost you ? — It cost me fifteen dollars 
in all. 2. Did you not give more than fifteen dollars for that fine 
coat which fits you so well? — Does it fit me well ? — It fits you ad- 
mirably. 3. Why do you move your body so while walking ? — I do 
not move it. 4. I have sixty dollars with [on] me, how shall I 
spend them ? — It is an easy thing, every one will teach you that 
point. 5. Did you send Henry on an errand ? — I sent him on an 
errand an hour ago. 6. Does he go to school often ? — He goes to 
school every other day. Mary goes [there] twice a day. 7. What 
day of the month is it ? — To-day is the eleventh of January. 8. 
Is it possible ? — It is but too true. Good bye. 



OBSERVATIONS. 

1. The Verbs in these Examples areEeflective in French and Passive in 
English, as noticed in the heading, and are also chiefly confined in use to 
the Third Person, Singular and Plural. 

2. They say, Le onze, and not Ijonze : Le ojizibne^ and not Uonzleme^ 
though onze begins with a Vowel. 

3. The Learner is now judged to be able to distinguish one Part of 
Speech from the other. It is not thought advisable, therefore, for the 
future, to give the individual signification of each new word in a line by 
itself. 

4. Some suppress the et^ and, after So'ixante^ and say, Saixante-dlXy etc. 
It means, literally. Sixty-ten ; as Soixa.nte-et-diXy does Sixty-and-ten. 



THIRTY-SECOND LESSON. 



243 



THIRTY-SECOND LESSON OF THE SECOND COURSE. 

FITTH CATEGOEY OF REFLECTIVES. — VERBS KEFLECTIVE IN EKENCH, IDIOMATIO 
IX ENGLISH. 



TO GET A COLD. 

to get lost — ^to lose one's way. 
to get ruined. 

rr TO him: them to him. 

IT TO her; them to her. 

IT TO THEM ; them TO THEM. 

present my respects to those ladies. 

present them, my acknowledg- 
ments in return. 

I will present them to them with- 
out fail. 

is the surgeon going to cut off one 

of this man's arms ? 
is he going to cut off one of his 

arms and one of his legs ? 
is he going to cut them off [to 

him]? 

MOST. 

MOST OF THE TIME. 

far from studying, miss so-and-so 
plays most of the time. 

most men and women spend their 
time in futilities. 

one limb after another. 

ONE AFTER ANOTHER. 

to cut them off one after another. 

BOTH. 

one arm or the other. 

ONE OR THE OTHER. 

acknowledgments [of friendship]. 
is your hair as fine as mine ? 

mine are as fine as yours. 
^ her hair was fair like mine. 

he has a snub-nose like his god- 
father, 
it is snub like his. 



S ENRHLTXER. 

s'egarer. 
se miner. 



(Obs. 1.) 

LE LTJI, LA LUI ; LES LUI . . . 
LE LUI, LA LUi; LES LUI. . . 
LE LEUR, LA LEUR ; LES LEUR, . . 

presentez mes compliments a ces 
dames. 

presentez-leur mes amities en re- 
tour. 

je les leur presenterai sans faute. 

le chirurgien va-t-il couper un bras 

a ce malade ? 
ya-t-il lui couper un bras et une 

jambe? 
va-t-il les lui couper ? 

LA PLUPART DE. . . ; LA PLUPART. 

la jplupart du temps, 

loin d'etudier, mademoiselle une 
telle joue la plupart du temps. 

la plupart des hommes et des 
femmes passent leur temps a des 
futilites. (Obs. 2.) 

un membre apres I'autre. 

l'uN apres l' AUTRE. 

les lui couper I'un apres Tautre. 

l'un et l'autre. 

un bras ou Tautre. 

l'un ou l'autre. 

amities. (Fem. PI.) 

avez-vous les cheveux aussi fins 

que moi ? 
je les ai aussi fins que vous. 

elle avait des cheveux blonds 

comme moi. 
il a le nez retrousse comme son 

parrain. 
il I'a retrousse comme lui. 



244 



SECOND COURSE. 



THIRTY-SECOND EXERCISE OP THE SECOND COURSE. 

1. Far from studying a little every day, she plays with her toys 
most of the time. 2. Most young children play instead of study- 
ing their lessons. 3. Did they borrow your umbrella last night on 
account of the rain ? — They desired to borrow it, they asked me 
for it, but I did not lend it to them. 4. Did they ask money of the 
employer? — They asked [to] him for some [of it] every day. 
5. Do not speak of such a thing any more, pray. — I will not speak 
of any such thing any more if you do not like it. 



OBSEKVATIONS. 

1. Eeflectives of this new class are translated in English in various 
ways by the Active Form, and very often by the Verb To get, followed by 
the Participle Past of another Verb. 

2. Collective Nouns generally govern the following Verb in the Plural. 
A Noun is called Collective which includes under it the signification of a 
great number of individuals, as a number , an army^ the public. 



THIRTY-THIRD LESSON OF THE SECOND COURSE. 

SIXTH CATEGORY OF REFLECTIVES. — VERBS REFLECTIVE TRANSLATED BY: Is tO 

be. Is not to be. 



the anniversary of independence is 
to be celebrated this morning 
by a review, and, this evening, 
by a great ball to which all 
citizens are invited. 

is this rare article to b6 bought 
only in the Paris market and 
in that of Havre ? 

(on) Friday. 
Saturday. 

June. 

in order to be clean, is not a room 
to be swept every other day ? 

a pitched battle is not to be won 
without bloodshed. 

the half, 
the fifth. 



I'anniversaire de I'independance 
se celebre ce matin par une re- 
vue, et, ce soir, par un grand 
bal auquel tous les citoyens sont 
invites. 

cet article rare ne s'ach^te-t-il que 
sur la place de Paris et sur celle 
du Havre ? 

le vendredi. 
samedi. 

juin. 

pour etre propre, une chambre ne 
se balaie-t-elle pas tous les deux 
jours ? 

une bataille rangee ne se gagne 
pas sans effusion de sang. 

la moitie. 
le cinqui(^.me. 



THIRTY-THIRD LESSON. 



245 



a good cause is not to be for- 
warded by secret maneuvers 
and intrigues. 

a formidable army, composed of 
infantry, of artillery, and 
cavalry, is not to be created in 
a day. 

a deliberative body is not to be 
adjourned without a previous 
motion to that effect. 

money is not to be given for 
nothing. 

TO BE CELEBRATED. 

do you live by the side of my 
boarding-house ? 

near to, by the side of our house ? 

close by, next door. 

opposite my uncle's house, 
behind Mr. Sans-Souci's house. 

will this volunteer company pass 

my house? 
it will pass there by twelve 

o'clock. 

this young woman lives next door. 

she lives next door, I presume. 

seventy-one. 
seventy-first. 

and so on, adding the teens up to 
nineteen. 

seventy-nine, 
seventy-ninth. 

eighty [four twenties], 
eightieth. 

the number. 

pitched battle. 

UP TO, TILL, UNTIL . . . 

deliberative body. 

the next door. 

July. 

the fourth of July. 

August. 

the tenth of August* 



une bonne cause ne s'avance pas 
par des manoeuvres secretes et 
des intrigues. 

une armee formidable, composee 
d'infanterie, .d'artillerie, et de 
cavalerie, ne se cree pas en un 
jour. 

un corps deliberant ne s'ajourne 
pas sans motion prealable a cet 

effet. 

I'argent ne se donne pas pour 
rien. 

SE CELEBRER. (Obs. 1.) 

demeurez-vous a cote de ma pen- 
sion? 

a cote de chez nous. 

a cote. 

devant chez mon oncle. 

derriere chez monsieur Sans-SoUci. 

cette compagnie de volontaires 
passera-t-elle devant chez moi ? 
elle y passera vers midi. 

cette jeune femme demeure la 

porte a cote, 
elle demeure a cote, je presume. 

soixante-et-onze. 
soixante-et-onzieme. 
et ainsi de suite, en ajoutant les 
unites, jusqu'a dix-neuf. 

soixante-et-dix-neuf. 
soixante-et-dix-neuvieme. 

quatrevingts. 
quatrevingtieme. 

le nombre. 

bataille rangee. 

jusqy!d> , . . 

corps deliberant. 

la porte a cote. 

juillet. 

le quatre juillet. 

aout. 

le dix aout. 



246 



SECOND COURSE. 



to be dressed after the fashion. 

after the English fashion. 

after the French fashion, 
after the American fashion. 

AS FAU AS TO — UP TO. 

AS FAR AS HERE. 

AS FAR AS THERE, AS TELAT PLACE. 

UP TO WHAT POINT, HOW FAR? 

how far will you accompany me ? 
I am going to accompany yon as 

far as that place, 
will you only accompany me as 

far as here ? 

during seven months consecu- 
tively, 
during twenty consecutive years. 

send the boy for the bread. 

I will send him for it. 

to go for. 

shall we go for our ]N"ew Year's 

gifts ? 
we shall go for them. 



etre habille a la mode. 

a la mode anglaise. 

a la frangaise. 
a I'americaine. 

jusque, jusqu\ . . 

jusqu'ici. 

jusque Id, 

jusqu^ou. . . ? 

jusqu'ou m'accompagnerez-vous? 

je vais vous accompagner jusque 
la, 

ne m'accompagnerez-vous que jus- 
qu'ici. 

durant sept mois consecutifs. 

pendant vingt ann^es consecutives. 

envoyez chercher le pain par lo 

gargon. 
je le lui enverrai chercher. 

aller chercher. 

irons-nous chercher nos ^trennes ? 

nous irons les chercher. 



THIRTY-THIRD EXERCISE OP THE SECOND COURSE. 

1. Does this shoemaker live by the side of my uncle's ? — He 
lives close by him. 2. All [the] merchants like to earn money, do 
they not? — They like to earn money as we [do]. 3. Seventy- 
two, seventy-second ; seventy-three, seventy-third • seventy-four, 
seventy-fourth; seventy-five, seventy-fifth. 4. Go on with [con- 
tinue] those numbers. — Seventy-six, seventy-sixth ; seventy -seven, 
seventy-seventh ; seventy-eight, seventy-eighth ; seventy-nine, 
seventy-ninth. 5. Mistress So-and-so Hves here, I presume? 
No, madam, she lives next door. 6. Ah ! ah ! next door. — Yes, 
madam, next door. 7. We stopped several times along the route. 
— Why did you stop so long ? — We were hungry and we ate. 



OBSERVATIONS. 
1. The Reflective Verb, as it occurs in this Lesson, is translated by the 
locution, Is to he, Is ?wt to he, etc., followed by the Past Participle, and 
denotes obligation to do or not to do, and futurity. 



THIRTY-FOURTH LESSON. 



247 



THIRTY-FOURTH LESSON OF THE SECOND COURSE. 



SEVENTH CATEChOEY OF REFLECTIVES. 

Caii^ can not ^ . . . 

this word, derived from the Danish, 
can not be easily pronounced. 

gold could only be exported on 
condition of paying an export 
duty of so much per cent. 

silver could be imported into that 
country only by pa}rLng an im- 
port duty. 

can these sweetmeats be preserved 
long? 

can the supreme power be usurped 
in a CO mi try truly free ? 

duty, right, 
import duty, 
export duty. 

we possess a house like yours. 



to separate a thing from the other, 
let us separate one from the other. 

ONE FUOil THE OTHER. 
ONE FROM THE OTHERS. 



does Rene suspect what I reserve 
for him in case he comes late? 



FOR so SHORT A TIME, FOR SUCH A 
LITTLE TJ3IE. 

FOR SUCH A TRIFLE. 

that is true ; that is very true. 

put these figures or.e alongside of 

the other, 
add them to one another, 

I compare these sums with one 
another. 

then multiply one sum by the 
other. 

these difterent sums one by an- 
other. 



— VERBS REFLECTIVE TRANSLATED BY ', 

Gould^ couJA not be,,, 

ce mot, derive du danois, ne se 
prononce pas facilement 

Tor ne s'exportait qu'a condition 
de payer im droit de sortie de 
tant pom* cent. (Obs. 1.) 

I'argent ne s'importait dans ee 
pays qu'en pay ant un droit 
d'entre«. 

ces confitures se conservent-elles 
longtempsi 

le pouvoir supreme s'usurpe-t-il 
dans un pays vraiment libre ? 

droit. 

droit d'entree. 

droit de sortie. 

nous possedons ime maison comma 
la votre, 

comma, 

separer une chose de Tautre. 
separons Tune de I'autre. 

l'uN de l' autre, l'uNE de l' AUTRE. 

LES UNS DES AUTRES, LES UNES DE3 
AUTRES. 

Rene se doute-t-il de ce que je lui 
reserve, au cas qu'il arrive tard ? 

DE CE QUE . . . 

pour si peu de temps. 

pour si peu de chose, 

c'est vrai ; c'est tres vrai. 

placez ces chifi'res Tun a cote de 

I'autre. 
additionnez-les I'un a I'autre. 

je compare ces sommes Tune avec 
I'autre. 

puis multipliez une somme par 

I'autre. 
ces ditferentes sommes les unes 
. par les autres. 



248 



SECOND COURSE. 



ONE BY THE OTHER. 

Tve shall place this plow before 
the other. 

ONE BEFORE THE OTHER. 

ONE TO THE OTHER. 

THE ONES [some] WITH THE OTHERS. 

THE ONES [80:ME] BY THE OTHERS. 

who prevents you from studying 
five hours a day, from seven in 
the morning till twelve o'clock ? 

what keeps you from it ? 

to hinder, keep from, prevent. 

cloth wears out very soon by work- 
ing amongst brict^ and mortar. 

to use up, to wear out. 

eighty-one. 
eighty-first. 

eighty-two. 
eighty-second. 

and so forth. 

continue with the units up to 
ninety, the same as we have 
added them after sixty. 

ninety. 

ninetieth. 

NOT IN THE LEAST. 

ordinal number : first, etc. 
cardinal number ; one, etc. 



l'une par l^autre. 

nous placerons cette charrue avant 
I'autre. 

l'une AVANT l' AUTRE. 

l'un a l'altre. 

les uns avec les autres. 

les unes par les autres. 

qui vous empeche d'etudier cinq 
h cures par jour, de sept heures 
du matin a midi ? 

qu'est-ce qui vous en empeche ? 

emp^cher de. . . (before Inf ) 

le drap s^use bientot a travailler 
au milieu de la brique e1^ du 
mortier. 

s'user. 

quatrevingt-un. (Obs. 2.) 

quatrevingt-unieme. 

quatrevingt-deux. 

quatrevingt-deuxieme. 

et csetera ; et ainsi de suite. 

continuez avec les unites jusqu^a 
quatre-vingt-dix, comme nous les 
avons ajoutees apres soixante. 

quatrevingt-dix. 
quatrevingt-dixieme. 

le moins du monde. 

nombre ordinal : premier, etc. 
nombre cardinal : nn, etc. 



THIRTY-FOURTH EXERCISE OF THE SECOND COURSE. 

1. Can silver be exported from France without any duty ? — It 
can not be exported nor imported without paying a duty. 2. Can 
these peaches be preserved for some time without being spoiled ? 
— They can be preserved [for] a month without being spoiled. 3. 
Separate these two- things, one from the other. — I will sepa- 
rate one thing from the other. 4. They possess a house like ours, 
near the city. — A beautiful house, I am sure ? — A very fine one. 
5. Please, do not get angry for such a trifle. — Do I get angry for 
such a trifle ? G. Add these two sums one to the other, directly. 



THIRTT-FIFTH LESSON. 



249 



7. How many books does this boy wear out every month ? — He 
wears out more shoes than books. — Eighty-three, eighty-third. 8. 
Eighty-four, eighty-five, eighty-six, eighty-seven, eighty-eight, 
eighty-nine. 9. Give us the ordinal number of these last six num- 
bers. — I will repeat them by heart. 



OBSEEVATIONS. 

1. These "Verbs and others, to be translated by Can, Can not; Could, 
Could not, only occur as Eefliectives, in this sense, in Interrogative and 
Negative phrases, and only in the Present and Imperfect of the Indicative, 
rendered, Can not with the former Tense, and Could not with the latter. 

2. When Quatrevmgts, Eighty, is followed by another number, it drops 
the s at the end of the word : thus, Quatrevingt-U7i^ Eightt-one. 



THIRTY-FIFTH LESSON OF THE SECOND COURSE. 



EIGHTH CATEGORY OF REFLEGTIVES. — REFLECTIVE 

Should^ ouglit. 

should* such a piece be recom- 
mended to public consideration? 

an offer of this nature should be 
accepted with eagerness. 

such a long piece should not be 
got up in a day ; the mounting 
only requires a great deal of 
time and attention. 



VEKBS TRANSLATED BY: 



a passage so full of beauty should 
not be analysed: it should be 
quoted wholly. 

such a small bill should be paid 
at sight. 

a debt of honor should not be re- 
pudiated so, I think. 

a clipper of so great dimension 
should not be launched without 
a vast deal of precaution. 

an infinity of, a vast deal of. . . 

ENTIRELY, WHOLLY. 



debt of honor, 
youth, young folks, 
the putting on the stage, mounting. 
11* 



un pareil ecrit se recommande-t-il 
a la consideration publique ? 

une offre de cette nature s'accepte 
avec empressement. 

une piece aussi longue ne se monte 
pas en un jour ; la mise en scene 
seulement demande beaucoup 
de temps "et d'attention. 

un passage d'une si grande beaute 
ne s'analyse pas; il se cite en 
entier. 

un si petit compte se paie a vue. 
.« 

une dette d'honneur ne se repudie 
pas ainsi, je pense. 

un clipper d'aussi grande dimen- 
sion ne se lance pas sans une 
infinite de precautions. 

une infinite de . . . 

en entier. 

OL vue, 

dette d'honneur. 

la jeunesse. 

la mise en scene. 



250 



SECOND COURSE. 



how long since he went into that 
boarding-house, Saint-Jean-de- 
Latran street, number eighty- 
nine? 

he went there more than ten days 
ago. 

did they not come home after ten 
o'clock ? 

more than ten days ago. 
after ten o'clock. 

September. 

October. 

November. 

December. 

to ride in a carriage, 
to ride on horseback. 

to pay in advance. 

ninety-one. 
ninety-first. 

ninety-two. 
ninety-second. 

go on so to ONE HUNDRED. 

one hundred, 

will the dancing-master give his 
usual lesson ? 

as is usual with you, with them, 
etc. 

to go to meet. . , 

if we go to meet Nicholas, shall 
we meet him half way ? 

to go to meet him, etc, * 

half way. 

did the workman who digs this 
canal take off his flannel waist- 
coat to work more at ease f 

at his ease, at their ease, etc. 

more at ease. 

more at their ease. 

one hundred and one too much. 

one hundred and two over. 

one hundred and three less, short. 



depuis quand est-il entre dan? 
cette pension, rue Saint-Jean-de- 
Latran, numero quatrevingt- 
neuf? 

il y est entre il y a dix jours pas- 
ses. 

ne sont-elles pas rentrees a dix 
heures passees ? 

il y a dix jours passes, 
a dix heures passees. 

septembre. 

octobre. 

novembre. 

decembre. 

se promener en voiture. 
se promener a cheval. 

payer d'avance, payer a Favance. 

quatrevingt-onze. 
quatrevingt-onzieme. 

quatrevingt-douze. 
quatrevingt-douzieme. 

continuez ainsi jusqu'a cent 

cent. 

le maitre de danse donnera-t-il la 
le^on comme a son ordinaire ? 

a votre ordinaire, a leur ordinaire, 
etc. 

aller a la rencontre de . . , 

si nous allons au devant de 
Nicolas, le rencontrerons-nous 
a moitie chemin ? 

aller a sa rencontre, etc. 

a moitie chemin. 

Touvrier qui creuse ce canal a-t-il 
6t6 son gilet de flanelle pour 
travailler plus a I'aise ? 

a son aise, a leur aise, etc. 

plus a I'aise. 

plus a leur aise. 

cent-ct-un de trop, 

cent deux de plus. 

cent trois de moins. 



THIRTY-FIFTH LESSON. 



251 



one too many; one more, one over; 
one too few, one less, one short, 
several over. 
a great many too few. 
a certain number too much. 

. . . OVER. 

, , . MORE THAN ENOUGH. 

. . .SHORT. 

to come near [doing a thing]. 

the rider came near breaking his 
neck when jumping over the 
hedge, in the first steeple-chase. 

I came near throwing down the 
fence whilst trying to jump 
over it. 

over the hedge. 

OVER IT. 

to pay for what you call for, 
to eat at the ordinary, 

to lock up. 
to bolt. 



un de trop; un de plus; un de 
moins. 

plusieurs de plus. 

un grand nombre de moins. 

un certain nombre de trop, 

, ,.de trop, 

. , .de plus, 

, . .de moins. 

manquer de . . . (before Inf.) 

le cavalier a manque de se casser le 
cou en sautant pardessus la haie, 
dans la premiere course au clo- 
cher. 

j'ai manque de renverser la cloture 
en essayant de sauter pardessus. 

pardessus la haie. 

pardessus^ 

diner a la carte. 
manger a table d'hote. 

fermer a clef, 
fermer au v^rrou, 

forterntnt. 



THIRTY-FIFTH EXERCISE OF THE SECOND COURSE. 

1. Come in earlier another time, else we will close the door. — I 
will come in earlier for the future. 2. Do your friends hope to 
make their voyage to California ? — They are going without fail ; 
they embark to-morrow morning. 8. Ninety-three, ninety-third. 
4. Did they ride in a carriage or on horseback ? — ^They rode in 
a carriage first, and rode on horseback afterwards. 5. Ninety-four, 
ninety-fourth. 6. Take off your pretty hat, you will work with 
more ease. — That is very true, I was not thinking of that [at 
that]. 7. Ninety-five, ninety-six, ninety-seven, ninety-eight, ninety- 
nine. 



OBSERVATIONS. 
1. In this case also the Reflective is used only in the Indicative Pre- 
sent, and in Interrogative and Negative sentences. It is translated, in 
English by Should, Should not; Ou^jiit to, Ought not to. 



252 



SECOND COtlRSi:. 



THIRTY-SIXTH LESSON OF THE SECOND COURSE. 

THE PRONOUN On^ 



ONE, THE PEOPLE, THE FOLKS, THEY, 

ANY ONE ; (we, you, indefinitely.) 

do they speak, in the journals, of 
the events of the war in Europe ? 

they speak of them in the columns 
of all the journals of the Union. 

does one think of his relatives 
when traveling ? 

does not every one remain at 
home when he has his exercise 
to do or to write? 

are they busy with the next elec- 
tions in your district? 

they are actively engaged with 
them. 

did they [did the folks] enjoy 
themselves well at those ladies' 
at their last dancing soiree ? 



RELATIONE. 

to be traveling, 

to be busy with ... 

to enjoy oneself. 

dancing party. 

shall we go up to their hou&e ? 

shall we rent a place next to Mr. 
Lapalisse's house \ 

from the corner to the house next 
to his. 

will they pull down all the liouses 
from the hotel to the house 
next to ours ? 

shall we go up in the omnibus to 
the upper part of the town ? 

shall we go in a hack-coach to the 
lower part of the island ? 

TO HIS HOUSE, etc. 

TO THE HOUSE NEXT TO YOUrvS. 



parle-t-on, dans les journaux, dea 
evenements de la guerre en Eu- 
rope ? 

on en parle dans les colonnes de 
tous les jo-urnaux de TUnion, , 

pense-t-on aux siens lorsqu'on est 
en voyage ? 

ne reste-t-on pas chez soi lorsqu'on 
a son theme a faire ou a ecrire % 

s'occupe-t-on des elections pro- 
chaines dans votre arrondisse- 
ment? 

on s'en occupe activement. 

s'est-on bien amuse chez ces dames 
a leur derniere soiree dan- 
sante ? (Obs. 1.) 

activement. 

LES SIENS, etc. 

etre en voyage. 

s'occuper de . . . 

s'amuser. 

soiree dansante. 

ira-t-on j usque chez eux ? 

louera-t-on a cote de chez mon- 
sieur Lapalisse ? 

depuis le coin jusqu'a cote de chez 
lui. 

je'ttera-t-on a terre toutes les mai- 
sons depuis I'hotel jusqu'a cote 
de chez nous \ 

montera-t-on en omnibus jusqu'au 

haut de la ville ? 
ira-t-on en voituve de louage jna* 

qu'au bas de File \ 

jusque chez lui^ etc. 

JHsquW cote de ch(z voies, etc. 



THISTT-SIXTH LESSON. 



TO THE ITPPEE PART OF. . . 
TO THE LOWER PART OF. . . 

L*ON (after et, ou, oil sij que^ qui.) 

one stammers by speaking too 
quick, or stutters at every word. 

do they give wine where you eat 
at the ordinary ? 

your fruits have already been 
stolen, and they will be stolen 
again if you neglect to lock 
the gate of the garden. 

two hundred, etc., to a thousand. 

a thousand, thousandth, 
the thousandth part. 

two hundred and ninety-nine. 

an army three hundred thousand 
strong. 

do we disapprove within ourselves 
all that we condemn in public ? 

have they given out the name of 
the one who was struck with 
the club? 

if an I was not added to on in the 
sentences quoted above, there 
would be an hiatus which would 
affect the ear in a harsh man- 
ner. 

we should have first ou on for ou 
Von — secondly, ou on instead of 
ou Von ; finally, et on would take 
the place of et Von. 

do noc fail to observe the caco- 
phony which would result from 
the following union of S3^11ables, 

ALL THAT ONE CONDEMNS; obsCrVC 

how the sentence changes by 
the simple interposition of 2, 

ALL THAT ONE CONDEMNS ; SO 

again, does one reckon, (with- 
out an L,) DOES ONE RECKON, 

(with an L,) the one to whom 

WE HAVE, etc., 

' ABOVB. 
BELOW. 



jusqu^au haut de. . . 

jusqu^au has de, . . 

l'on (after et, ou, ou, si, que, qui.) 

^n begaie en parlant trop viti 
ou Ton bredouille a chaque mot, 

donne-t-on du vin la ou Ton dine ^ 
table d'hote? (Obs. 1.) 

on vous a deja vole vos fruits et 
Ton vous les volera encore si 
Ton neglige de fermer a cle la 
porte du jardin. 

deux cents, etc., jusqu'a mille. 

mille, millieme. 
la millieme partie. 

deux cent quatre-vingt-dix-neuf. 

une armee de trois cent mille 
hommes. (Obs. 2,) 

desapprouve-t-on, en soi, tout ce 
que Ton condamne en public ? 

cite-t-on le nom de celui a qui Ton 
a assene un coup de baton ? 

si Ton n'ajoutait pas -an V a. on 
dans les phrases que nous avons 
citees plus haut, il y aurait un 
hiatus qui affecterait desagrea- 
blement I'oreille. 

I'on aurait d'abord ou on pour ou 
Von — secondement, oic on au lieu 
de ou Von — enfin, et on rempla- 
cerait et Von. 

ne manquez pas de remarquez la 
cacoplionie qui resulterait de 
cette reunion de syllabes : Toiit 
ce Qu'oN co-sdamne, et observez 
combien la phrase change par 
la simple interposition de /' : 
Tout ce QUE l'on co'sda7nne. — ^s^- 
ce Qu'oN coMP^e? (which is wrong, ) 
Est'Ce QUE l'on GO'uvte ? (which is 
right.) — Celui d, qui on a (wrong 
without), Celui a qui l'on a, etc 
(right with the l'.) 

plus haut. 

plus has. 



254 



SECOND COURSE. 



to strike blows, to strike blows 
with a stick. 

within oneself. 

of oneself, for myself. 

ONESELF. 
IN PUBLIC. 

cacophony (harsh words). 

did you recommend to the em» 
ployer that this book should be 
bound in this manner ? 

Qu'oN LE relie^ and not que l'on le 
relie. 

think you that these ships will be 
launched ? 

Qu'oN les lancera, and not que l'on 
les lancera. 

they will not surrender this beg- 
gar to the hands of justice. 

on [they] will not give her up, 
and not Von [they] will not 
give her up. 

this young man was well recom- 
mended to me. 

some affirm that this man has not 
capacity. 



donner un coup de baton, de9 
coups de baton. 

en soi. 

de soi, pour soi. (Obs. 3.) 

SOI. 

e7i public, 

cacophonie. (Fem.) 

avez-vous recommande au patron 
qu'on relie ce livre de cette ma- 
niere ? 

qu'on le relie, et non pas que l'on 
le relie. (Obs. 1.) 

pensez-vous qu'on lancera ces na- 

vires f 

qu'on les /ancera, et non pas, que 
l'on les lancera, etc. 

on ne livrera pas cette mendiante 
aux mains de la justice. 

ON NE Za Zivrera pas, et non pas 
l'on ne Za Zivrera pas. (Obs. 1.) 

l'on m'a bien recommande ce jeune 
homme. 

l'on assure que cet homme est in- 
capable. (Obs. 1.) 



THIRTY-SIXTH EXERCISE OP THE SECOND COURSE. 

1. At what time do they dine at this hotel? — They dine at two 
o^clock generally. 2. At what hour in the morning do we break- 
fast here ? — We breakfast at half-past eight in the morning. 3. Do 
the people busy themselves with general elections in your great 
city ? — People do not busy themselves with anything but their 
affairs. 4. I hope you enjoyed yourself at the last ball. — We 
enjoyed ourselves very much, indeed. 5. Did they rent the hotel 
by the side of your house ? — They do not rent it yet. 6. Did 'the 
cat go up to the top of the house ?— It went up to the top of our 
house. 7. Sball we be traveling on New Year's Day ? — I hope not 
[hope that no]. 8. Please do not strike mc with that stick. — I 
never threatened you to strike you with this stick. 9. Will she 
speak in public on [in] that occasion ? — She will, madam. 



THIRTY-SEVENTH LESSON. 255 

OBSEEVATIONS. 

1. The ttse of the Pronoun On is a very popular form of expression in 
French, to which there is nothing precisely corresponding in English. It 
means commonly what is meant by They^ speaking indefinitely, that is, not 
referring to any persons in particular, but to folks^ people^ the 'public^ or 
the world generally^ The French On is not confined, however, to this very 
indefiuite meanings It sometimes refers to persons already mentioned and 
pretty definitely before the mind, and even to those of the First and Se- 
cond Person as well as of the Third. The illustrations of its uses are 
very full in the Lessons, and such is the only means of acquiring entire 
fimiiliarity with it. It is often translated by the Passive Verb in English, 
as On dit^ It is said, and by various other locutions. The English Lan- 
guage sometimes suffers in facility of expression for the want of a similar 
Indefijiite Pronoun. 

In Interrogative sentences, a Euphonic t is inserted between the Verb 
and On : On, parle^ Paris -t- on ? and not Pai'le-on ? The same rule is ob- 
served when used Eefiectively: On s'occupe^ s^occupe-i-onf s'est-o^ 
occupe ? 

The Z' {Le) is placed before On^ whenever Euphony requires. The 
examples and explanations given in the body of the Lesson are amply 
sufficient without any elaborate illustration in the notes. 

2. The two numbers. Cent, A hundred, and Mille^ A thousand, fall 
under particular rules with regard to their Plural. 

When Gent is not followed by another number, it takes the sign of the 
Plural : Deux centSy Trois cents, etc. But, when followed by another number, 
it does not : Deux cent trois, etc. 

MVde never takes the sign of the Plural : Deux mille, Deux mille trois 
cents. Cent mille, etc 

8. The Pronoun Soi, Oneself, is often used after a Preposition, when 
0?i is the subject : On n'aime que soi, People only love themselves, On 
parle souvent de soi, One speaks often of himself, etc. 



THIRTY^SEYENTH LESSON OF THE SECOND COURSE. 

NINTH CATEGORT OF EEFLECTIVES. — RECIPROCAL VERBS. 
NOUS NOUS TRO^IPONS. 



WE CHEAT ONE ANOTHER, EACH 
OTHEPw 

you WARM ONE ANOTHER AGAIN. 

THEY UNDRESS ONE ANOTHEPv. 

we warm one another by playing 
tosrether. 



V0U5 VOUS RECHAUFFEZ. 
ILS SE DESHABILLENT. 

nous nous rechaufFons en jouant 
ensemble. 



256 



SECOND COURSE. 



you cheat one another without 

knowing it. 
do they undress one another to 

weigh each other ? 

a million of francs. 

one hundred and seventy millions 
of five-franc pieces. 

three hundred millions of cen- 
times. 

a five-franc piece. 

the reciprocal verbs are used 
equally in the third persons of 
the plural of all the other 
tenses of the verb. 

examples : 

these two ladies used to visit one 
another very often before their 
marriage. 

the dog and cat never caressed 
one another. 

these two men left each other 
good friends. 

they did not wound one another, 
though they gave one another 
hard blows. 

do you place one another to be 

measured ? 
do they place each other in order 

to weigh each other ? 

ALTHOUGH, THOUGH. 

TO THWART ONE ANOTHER. 

to ask of one another. 

to tear one another to pieces. 

to throttle each other, to cut one 

another's throats, 
to speak to one another, 
to look at one another. 

to kill one another. 

these two persons are the less dis- 
posed to look at one another in 
a good light, as they quarrel 
every time they meet. 

to be inclined to. . . 
to be disposed to. . . 



vous vous trompez sans le savoir, 

pe deshabillent-ils pour se peser 
FunTautre? (Obs. 1.) 

un million de francs. 

cent soixante-et-dix millions de 

pieces de cinq francs, 
trois cent millions de centimes. 

une piece de cinq francs. 

les verbes reciproques s'emploient 
egalement aux trois personnes 
du pluriel de tons les autres 
temps du verbe. 

exemples : 

ces deux dames se visitaient tres 
souvent avant leur mariage. 

le cliien et le chat ne se sont ja- 
mais caresses. 

ces deux hommes se sont quittes 
bons amis. 

ils ne se sont pas blesses, tout en 
se donnant de rudes coups de 
poing. 

vous placez-vous pour vous mesu- 

rer ? 
se placent-ils pour se peser ? 

TOUT. (Obs. 2.) 

s'entre-choquer. 

sentre-demander. 

s'entre-dechirer. 

s'entr'egorger. 

s'entre-parler. 
s'entre-regarder. 

s'entre-tuer. (Obs. 3.) 

ces deux personnes sont d'autant 
moins disposees a s'entre-regar- 
der d'un bon oeil qu'elles se dis- 
putent toutes les fois qu'elles se 
rencontrent. 

^tvQ porto a. . . 
etre dispose a. . . 



THIRIY-SEVENTH LESSON. 



257 



THE MORE. . .BECAUSE, AS. . . 
THE LESS . . . BECAUSE, AS . . . 

kindly, with a friendly look, 
with an unfriendly look, 
with an indifferent eye. 

to be more hungry. 
to be less hungry. 

we flatter one another. 

you love one another. 

they esteem one another. 

they look at one another. 

do they not observe one another ? 

ONE ANOTHER. 

till the end of the month. 

to the end of the avenue. 

to the depth [thickest part or back 

part] of the Avoods. 
to the midst of the market. 

[to] near the square of the Bas- 
tille. 

to the Elysian fields. 

will he remain in the boarding- 
house till the end of the month ? 

they remained at the show till 
the end. 

will you let yourself go quite to 
the bottom of the water ? 

will this swimmer let himself go 
quite to the bottom of it ? 

is this masquerade advancing to 
the middle of the square ? 

[quite] to the middle of it. 
quite to the bottom. 

did they reconnoiter up to near 
this place ? 

A3 FAR AS THAT, UP TO THERE. 

to the end of this alley, 
to the end of it. 

NOT THAT. 

without knowing it. 



cCautant plus, . . que. . . 

dJautant moins . . . que ... 

d'un bon oeil. 
d'un mauvais ceil, 
d'un ceil indifferent. 

avoir plus faim. 
avoir moins faim. 

nous nous flattens I'un Tautre. 

vous vous aimez I'un I'autre. 

elles s'estiment Tune Tautre. 

ils se regardent les uns les autres. 
ne s'obser vent- elles pas les unes 
les autres ? (Obs. 4.) 

l'un l'autre, l'une l' autre, 
les uns les autres, les unes les 

AUTRES. 

jusqu'a la fin du mois. 

jusqu'au bout de I'avenue. 
jusqu'au fond du bois. 

jusqu'au milieu du marche. 

jusque pres de la place de la Bas- 
tille. 

jusqu'aux Champs-!]6lys^es. 

restera-t-il dans la pension jusqu'^ 
la fin du mois ? 

ils sont rest^s au spectacle jusqu'a 
la fin. 

vous laisserez-vous aller jusqu'au 

fond de I'eau ? 
ce nageur se laissera-t-il aller jus 

qu'au fond ? 

cette mascarade s'avance-t-elle jus- 
qu'au milieu de la place ? 

jusqu*au milieu, 
jusqu'au fond. 

a-t-on pousse ime reconnaissance 
jusque pr^s de cette place? 

jusqite Id. 

jusqu'au bout de cette allee. 
jusqu'au bout. 

7ion pas que. (Subj.) 

sans le savoir. 



258 SECOND COURSE. 

THIRTY-SEVENTH EXERCISE OF THE SECOND COURSE, 

1. These editors, although calumniating one another, flattered 
each other, did they not ? — They flattered one another. 2. Do the 
soldiers advance as far as the Elysian Fields ? — They will advance 
further still, I suppose. 8, Will you not remain with us till the 
end of the month ? — I will remain, if you desire me [to]. 4. Will 
this swimmer let himself go to the bottom of the water ? — I think 
that he will not let himself go to the bottom [of it] thislime. 5. 
Nobody is as hungry as I am, it is not possible. — Do you not think 
that I am more hungry than you are ? I ate at half-past six this 
morning. 6. She remained at the theater to the end of the piece. 
— Was she alone ? — No, she was accompanied by her brother. 



OBSEKVATIONS. 

1. This new species of Eeflective Verb is called the Eeciprocal Verb. 
It is used only in the three Persons of the Plural, and relates always to 
several persons or objects acting upon each other. 

2. Tout, in the sense of Though, Although, is frequently used beforo 
the Gerund : Tmit en se dormant, etc. 

8. Verbs in which the Preposition Entj^e, Between, enters into the 
composition of the Verb, are always Eeciprocal, and preceded by the Ee- 
flective Pronoun : S'entre-tuer, To kill each other, (literally, To kill be- 
tween THEMSELVES.) 

4. It becomes sometimes necessary, in order to give to the Eeflective 
the meaning of a Eeciprocal Verb, to add the Pronoun Lun Vatdre, Vuna 
V autre ; Les uns les autres, les unes les autres, literally One the other ; (The 

ONES the OTHERS.) 



THIRTY-EIGHTH LESSON OF THE SECOND COURSE. 

NEUTER VERBS USED IN AN ACTIVE SENSE. 



to bring in the bags of Indian 

corn, 
to bring them in. 

It) BRING IN, TO CARRY IN. 

did they bring in my trunk again ? 
did they bring it in again ? 

did they bring in the grain before 
the rain? 



entrer les sacs de mais. 
les entrer. 

ENTRER. 

est-ce qu'on a rentr6 ma malle ? 
est-ce qu'on I'a rentr<5e ? 

a-t-on entr6 le grain avant la 

pluie ? 



THIRTY-EIGHTH LESSON. 



259 



did they bring it in before that 
storm ? 

to bring up a bucket of water, 
to bring it up, to carry it up. 
did tliey carry up a bucket of 

water in my room ? 
did they bring up more than one 

or two [of them] ? 

the 3'ear one thousand, from Jesus 
Christ. 

the year one thousand eight hun- 
dred and fifty-five of our era. 

on the 4th of March, one thou- 
sand eight hundred and sixty, 
a new president of the United 
States will be inaugurated. 

a thousand years ago. 

THENCE. 

as far as Florence. 

quite into Asia. 

as far as on the continent. 

I like this professor all the better 
because he seems to me very 
indulgent towards me. 

I like this coffee all the better be- 
cause it does not give me head- 
ache. 

ALL THE BETTER. . . BEOAUSE, AS. . . 
ALL THE BETTER . . . BECAUSE, AS . . . 

a bucket of water. 

Indian meal, corn meal. 

to cause headache, 
to cause toothache, 
to cause earache. 

to let pass. 

I will not let you pass, I repeat 
to you, even though you 
should ask this favor of me 
on your knees. 

do not let this magnificent diction- 
ary bound in calf, lie about. 

do not let it lie about, 
to let. . . lie about 



Ta-t-on entre avant cet orage ? 

monter un seau d'eau. 

le monter. 

a-t-on monte im seau d^eau dans 

ma chambre? 
en a-t-on monte plus d'un ou 

de deux ? (Obs. 1.) 

I'an mil, de Jesus-Christ. (Obs. 2.) 

I'an mil huit cent cinquante-cinq 
de notre ere. (Obs. 2.) 

le 4 mars mil huit cent soixante 
aura lieu I'inauguration d'un 
nouveau president des £tats- 
Unis. 

( il y a mille ans de cela. 
( il y a de cela mille ans. 

de Id. 

jusqu'a Florence. 

jusqu'en Asie. 

j usque sur le continent. 

j'aime d'autant mieux ce profes- 
seur qu'il me semble tres indul- 
gent a mon 6gard. 

je trouve ce cafe d'autant meilleur 
qu'il ne me donne pas mal a la 
tete. 

d'autant mieux que, . . 

dautant meilleur que, , . 

un seau d'eau. 

de la farine de mais. 

donner mal a la t6te. 
donner mal aux dents, 
donner mal aux oreilles. 

I laisser passer. 

je ne vous laisserai pas passer, je 
vous le repete, lors meme que 
vous me demanderiez cette fa- 
veur a genoux. 

ne laissez done pas trainer ce ma- 
gnifique dictionnaire, relie en 
veau. 

ne le laissez pas trainer. (Obs. 3.) 

laisser trainer. 



260 



SECOND COURSE. 



to let this salmon spoil. 
to let anything spoil. 

to let that stranger come in. 

to drop my bracelet. 

on one's knees. 

EVEN WHEN, EVEN THOUGH. 

bound in calf, 
bound in sheep, 
bound in parchment. 

FOR NOTHING IN THE WORLD ; NOT. . . 
FOR ANYTHING IN THE WORLD. 

outside of the stable. 

do they let these horses sleep 

outside of their stable ? 
will they let them sleep outside ? 

OUTSIDE OF. . . 
OUTSIDE [of it]. 

what is your name ? 
my name is Joseph, 
his name is . . . 

the milliner is very glad that you 

have arrived, 
she is highly pleased that. . . 
she is highly pleased with it. 

you seem astonished that he is 
working at his old employer's. 

he seems glad that. . . 
he is vexed because, at. . . 
he is delighted that. . . 

they seem quite grieved that. . . 
I change my lodging. 

that he is changing boots, 
that she is changing hats, 
that they are changing them. 



laisser gater ce saumon. 
laisser gater quelque chose. 

laisser entrer cet etranger. 

laisser tomber mon bracelet. 

a genoux 

lors meme que, 

relie en veau. 
relie en mouton. 
relie en parchemin. 

pour rien au monde, 

hors de I'ecurie. 

laisse-t-on coucher ces chevaux 

hors de leur ecurie ? 
]es laissera-t-on coucher dehors? 

hors de, , , 

dehors. 

comment vous nommez-vous ? 
je me nomme Joseph, 
il se nomme. . . 

la modiste est bien aise que vous 

soyez arrivee. 
elle est charm.ee que . . . 
elle en est charmee. 

vous semblez etonne qu'il travaille 
chez son ancien patron^ 

il semble content que. . . (Obs. 4.) 
il est fache que . . . 
il est enchante que . . . 

ils semblent tout affliges que. . . 
je change de logement. 

qu'il change de bottes. 
qu'elle change de chapeau. 
qu'elles en changent. 



THIRTY-EIGHTH EXERCISE OF THE SECOND COURSE. 

1. Did you bring up some water into my room ? — I brought up 
some into the front room at least. 2. Is that your room? — It is my 
room. 3. Shall we not go as far as the fine city of Florence ? — 
We will go as far as Rome, at first, and thence, as far as [in] Asia. 4. 
Why do you let that volume lie about [in] the parlor ? — I forgot 
it entirely the day before yesterday. 5. Docs cold water give you 



THIKTY-NINTH LESSON. 



261 



the toothache ? — It never does give me the toothache nor the head- 
ache. 6. What is your name, Sir, if you please ? — My name is 
Peter John Paul Henry, [together] with two or three other first 
names. 7. You seem astonished that I should work again for my 
former employer. — I do not wonder at that. 8. The tailor seems 
delighted that I should be back. — He seems so, in fact. 



OBSEEVATIONS. 

1 . Several of the Verbs used, heretofore, as Neuter, and conjugated in 
their Compound Tenses with the Auxiliary etre^ have also an active signifi- 
cation, and are then conjugated with the Auxiliary Avoir, 

2. When MiUe^ A thousand, is used to express a period of time dur- 
ing the Christian era, it is written Mil and not Mille, 

3. After Zaisser, To let, followed by another Verb in the Infinitive, the 
Noun, if there is one, which is the object of Laisser^ is put after the se- 
cond Verb, and the Pronoun, when that is used, before LaisseVy never 
separating these two Verbs, whilst in English either the Noun or Pronoun 
is placed between To let and the following Verb. 

4. After Adjectives accompanied by the Verb eti^e^ To be, and followed 
by Qu€y the Verb is generally put in the Subjunctive. 

Such, however, as express certainty, as Incontestable^ Incontestable ; Evi- 
denty Evn)ENT; Vrai^ Teue, etc., govern the Verb in the Indicative, unless 
they are used Interrogatively or Negatively, when tJiey also govern the next 
Verb in the Subjunctive. 



THIRTY-NINTH LESSON OF THE SECOND COURSE. 
agreement of the participle past with the subject and object. 



I liked violets very much. 
I liked them very much. 

are those whom you have accus- 
tomed to work, lazy ? 

do those whom you have accus- 
tomed to sewing, like it ? 

did they bring back my things 
from the washerwoman's ? 

did they bring them back from 
her place ? 

did the government persecute the 
political refugees whom it had 
protected at first? 



j*ai beaucoup aime les violettes. 
je les ai beaucoup aimees. (Obs. 1.) 

ceux que vous avez accoutumes au 
travail sont-ils paresseux ? 

celles que vous avez habituees a 
la couture I'aiment-elles ? 

a-t-on rapporte mes efFets de chez 

la blanchisseuse ? 
les a-t-on rapportes de chez elle ? 

le gouvernement a-t-il persecute 
les refugies politiques qu'il avait 
d'abord proteges ? 



262 



SECOND COURSE. 



did he persecute them after hav- 
ing protected them ? 

to inm'e to . . . 
to accustom to. . . 

to bring back from . . . 

political refugee. 

sharpen those razors whilst I am 
whetting these. 

I shall not abandon you until I 
shall have [while I shall not 
have] saved you from danger. 

this general had so well disposed 
his troops that he won a great 
battle. 

I have minced all the meat, so that 
we shall only have to season it. 

you will pour some water for me 
whilst I pour some wine for 
you. 

these blacksmiths never cease 
striking on their anvil, so that 
they break my head [with the 
noise]. 

so that they fatigue me. 

he got into a scrape as I thought 
[he would]. 

I had sent you for my pillow in 
this room, but you went for it 
into the other instead. 

this compositor [in printing] is 
always in such a hurry that he 
hardly eats at his meals. 

did the child get hungry after you 
gave him something to eat ? 

I will reward them according to 
their behavior in tlie course of 
the year. 

according to their behavior. 

ACCORDING TO, ACCORDING AS. 
WHILST. 

count d'Estaing. 

UNTIL THEN. 



les a-t-il persecutes apr^s les avoir 
proteges ? 

habituera... j.bef. [N'oun and 
accoutumer 4. . . ) Infinitive. 

rapporter de . . . 

refugie politique. 

aiguisez ces rasoirs tandis que je re- 
passe ceux-ci. (Obs. 2.) 

je ne vous abandonnerai pas tant 
que je ne vous aurai pas sauves 
du danger. 

ce general avait si bien dispose 
ses troupes qu'il a gagne une 
grande bataille. 

j'ai hache toute la viande, si bien 
que nous n'aurons qua I'assai- 
sonuer. 

vous me verserez de I'eau pendant 
que je vous verse du vin. 

ces forgerons ne cessent de frap- 
per sur leur enclume, de sorte 
qu'ils me cassent la tete. 

de fagon qu'ils me fatiguent. 

il s'est engage dans une mauvaise 
affaire, ainsi que je le pensais. 

je vous avals envoye chercher mon 
oreiller dans cette chambre-ci 
au lieu que vous etes alle le 
chercher dans I'autre. 

ce compositeur d'imprimerif* e§^ 
toujours si presse qu'il mange 
a peine a ses repas. 

I'enfant a-t-il eu faim depuis quo 
vous lui avez donne a manger ? 

je les recompenserai suivant qu'ils 
se seront comportes dans lo 
cours de Fannie. 

seloii qu'il se seront comportes, 

suivant qiie, scion que, 

pendant que. 

le comto d'Estaing. 

jusqu'alors. 



THIRTY-NISfTH LESSON. 



263 



UNTIL NOW. 

what is the matter with yon ? 
nothing is the matter except that 
I want to breakfast forthwith. 

except that I sat np rather late 
last night. 

to sit up. 

EXCEPT THAT. 

to whet a razor. 

to hash, to mince meat. 

so THAT. 

how long will you remain here ? 

HOW LONG? [until WHEN?] 

WHILST. 

SINCE. 

SINCE, AITER THAT. 

to save somebody from. . . 

to win a battle. 

to arrange something [anything] 
so well that, . . 

to arrange something, so that. . . 

so THAT, INSOMUCH THAT. 
AS. 



VTHTLE, WHILST, UNTIL, A3 LONG AS, 
AS MUCH AS. 

Sophia had rather drink tea than 
coffee, in the evening. 

this boy prefers to sell brooms in 
the streets, than to work in his 
uncle's workshop. 



in what state did you leave these 

invalids ? 
I left them in a very unfortunate 

state. 

to sell. 

the marquis of La Fayette. 



jusqu^d present. 

qu'avez-vous done ? 
je n'ai rien, si ce n'est que je de- 
sire dejeuner de suite. 

sinon que j*ai veille tm peu tard 
la nuit passee. 

veiller. 

si ce rCest que, sinon que. 

repasser un rasoir. 

hacher de la viande. 

de fagon que^ de sorte que, de ma- 
niere que. 

jusqu'a quand resterez-vous ici ? 

jusqu^d, quand i 

taiidis que, 

puisqice. 

depuis que. 

sauver quelqu'un de . . . 

gagner une bataille. 

si bien disposer quelque chose 
que . . . 

disposer quelque chose, si bien 
que . . . 

si hie7i que. 

ainsi que. 

an lieu que. 

tant que. 

le soir, Sophie aime mieux boire 
du the que du cafe. 

ce gar^on prefcre vendre des ba- 
lais dans les rues que de tra- 
vailler dans la boutique de son 
oncle. 

que de. . . (after a Comparative.) 

dans quel etat avez-vous laisse ces 

invalides ? 
je les ai laisses dans un etat tr^s 

facheux. 

vendre. 

le marquis de La Fayette. 



264 SECOND COURSE. 

THIRTY-NINTH EXERCISE OF THE SECOND COURSE. 

1. Did you eat the three biscuits I gave you yesterday ? — I ate 
those three biscuits which you gave me, and the two cakes which 
I bought. 2. What is the matter with him ? — Nothing is the mat- 
ter with him, except that he sat up too late last night: he is fatigued 
8. I sent her for some coffee, and she brings me some black tea? — 
Is it possible ? It is hardly possible. 4. Are you going to pour 
[out] some tea or coffee for my comrade ? — Directly, Sir. 5. Are 
you in such a hurry that you have not the time [of] to remain 
after six o'clock. 6. Cease to ask me [of] such questions, if you 
please. — Are you angry ? 7. How did you leave your old parents ? 
— They were, both of them, well enough, I thank you. 



OBSERVATIONS. 

1. When the Past Participle is joined to a Noun directly, without 
either of the Auxiliaries etre or avow', it becomes a real Adjective, subject 
to all the rules of agreement belonging to that class of words. When ac- 
companied by one of the Auxiliaries, it forms the Compound Tense-Forms 
of the Verb, and is submitted to certain rules and exceptions, some of 
which have been already given. The whole subject, however, will be now 
elucidated in as clear and concise a way as possible. 

The Participle Past in the Compound Tense-Form is affected in two 
different ways : first, by the Subject of the Verb ; secondly, by the Direct 
Object of the action of the Verb, or Regimen Direct, placed in a certain 
position in the sentence ; and thirdly, it is, in other cases, unaffected by 
either. 

When the Verb is in the Passive voice, or a Neuter Verb conjugated 
with the Auxiliary etre, the Participle Past agrees in Gender and Number 
with the Subject : 

Mle est aime<?, She is loved. 
Mle.s sont tombe€5. They fell. 

This is very clear. It is simply the rule of agreement of the Adjective 
applied to the Participle in its relations to the Subject of the Verb. 

When the Auxiliary is Avoir, the Participle Past does not ordinarily 
change, to agree with the Subject. But if the Regime Direct, or Direct 
Object, bo represented by a Pronoun placed hefore the Verb, then the Par- 
ticiple Past agrees with that Regime Direct. These two cases are illus- 
trated as follows : first, J''ai heaucoup aime, les vioUttes, I loved violets 
VERY MUCH, in which case, Violettes is the Regime Direct of the Verb J\ii 
aime, and follows llic Verb. The Participle in this case undergoes no 



THIRTY-NINTH LESSON. 265 

change, whether the Je means a man or a woman, and none on account of 
the Regime being in the Plural Number, but remains always invariable. 
Second, Je les ai leaucoup aimeEs^ I loved iJiejn very much, in which case 
the Pronoun Zes, meaning Violettes^ is the Regime Direct^ but precedes the 
Verb. Hence, according to the rule, the Participle becomes Aimees^YQxm.- 
nine Plural, to agree with it. The Direct Object, or Regime Direct^ placed 
before the Verb, consists mostly of the Pronouns Me^ Nous^ VouSj Ze, La, 
Les, Que, Quelj Lequel, Se, etc. This agreement does not take place, and 
the Participle remains invariable, if the Regime is Indirect. 

The Regime Indirect is that upon which the action of the Verb is 
brought to bear through the Prepositions de, a^ etc., expressed or under- 
stood, thus : 

J'ai parle de ces choses ; j'en ai parie. 
J'avais parle de ces messieurs ; j 'avals pari^ d'eux. 
J'aurais parle a ces messieurs ; je leur aurais parle. 
Je vous ai parle, foi' j'ai parle a vous. 
The Indirect Object or Reg iine Indirect, placed before the Verb, consists 
generally of Me, Nous, Vous, Lui, Leur, Se, En, T, Auquel, Duquel, etc. 

The Eeflective Verbs offer a new peculiarity. The Auxiliary etre, used 
in their Compound Tense-Forms, is said, by French Grammarians, to 
stand in the place of Avoir ; then the Participle Past agrees, according to 
the above rules, with the Pronoun if such Pronoun be the Regime Direct^ 
and remain invariable if it be the Regime Indirect, In the sentence : 

Its SE sont frappes, They struck each other. 
Se is the Regime Direct. "Whom did they strike?" Why, ** them- 
selves." Hence the agreement. But in the next example: 
lis SE sont casse les jamtes, They broke their legs. 
" Whose legs did they break ?" or rather, with the literal French transla- 
tion : " To whom did they break the legs," the answer is '*To them- 
selves." Se is therefore the Regime Indirect, and the Verb, consequently, 
remains invariable. 

The rules relative to the Participle Past may, therefore, be divided into 
two : first, those by which it is made variable, changing to suit either the 
Subject or the Regime Direct placed before the Verb ; and second, those 
by which it remains invariable, not changing to agree with either the Sub- 
ject or tho Regime, 

2. In this Lesson are presented the principal Conjunctions governing 
the Indicative. Whenever the Conjunctions and other words combined 
with them are not followed by the abbreviation (Subj.), it must be inferred 
that such words, or combination of words, govern the Indicative. 



12 



266 



SECOND COURSE. 



FORTIETH LESSON OF THE SECOND COURSE. 

IDIOMATIC IMPERSONAL VEEBS. — ACTIVE AND NEUTER. 
IL CIRCULE . . . 



... IS CrRCULATING, IS AFLOAT ; THERE 
IS, THERE ARE. . . 

there exists . . . 

there is a sinister rumor afloat 
with respect to this wreck. 

there are bad rumors in circula- 
tion with regard to this affair. 

bad news were circulating in the 
newspapers with respect to a 
great fire. 

there exists a great indifference 
concerning politics. 

how many miles more have we to 

go? 
we have two hundred and odd 

miles more to go. 

one mile, miles. 

why are they joking in this way ? 

THUS, so, IN THAT WAY. 

although this people be not 
powerful, they resist force by 
force. 

although I saved his life in several 
encounters with the enemy, this 
superior officer is always perse- 
cuting me. 

I eat minced meat, not because I 
like it exceedingly, but because 
I have nothing else. 

not because he likes minced meat. 

to love extravagantly. 

to resist force. 

to save the life of . . . 

minced meat 

what o'clock is ringing ? 
ten o'clock is ringing, 
twelve o'clock is ringing. 

they are tolling. 



il regne. . , 

il circule une rumeur sinistre au 
sujet de ce naufrage. (Obs. 1.) 

il circule de mauvais bruits a re- 
gard de cette affaire. 

il circulait de mauvaises nou- 
velles dans les journaux a pro- 
pos d'un grand incendie. 

il regne une grande indifference 
en fait de politique. 

combien de millee nous reste-t-il a 

faire ? 
il nous reste encore deux cents et 

quelques milles a faire. 

im mille, des milles. (Obs. 2.) 

pourquoi plaisante-t-on de la sorte ? 

de la sorted de cette sorte. 

bien que ce peuple ne soit pas 
puissant, il resiste a la force par 
la force. 

encore que je lui aie sauve la vie 
en plusieurs rencontres avec 
I'ennemi, cet officier superieur 
est toujoui*s a me persecu- 
ter. (Obs. 3.) 

je mange de laviande hachee, non 
pas que je I'aime beaucoup mais 
parce que je n'ai rien autre 
chose. 

non qu'il aime le hachis. 

aimer a la folic. 

resister a la force. 

sauver la vie a . . . 

de la viande hachee ; du hachis. 

quelle heure sonne-t-il ? 
il Sonne dix heures. 
il Sonne midi. 

il tint©. 



FORTIETH LESSON. 



267 



ALTHOUGH. 

THOUGH. 

NOT THAT, BUT. 

are there any persons who mix 
their wine with water ? 

there are some persons who mix 
water with their wine. 

big flakes of snow are falling, 
a fine rain is falling. 

would it not seem to you proper 
to agitate this question ?^ 

it seems proper. . . 

is there, are there ? there is, there 

are. 
there are. 

to have a change of air. 
to change a servant, 
to change a place. 

to prefer. 

to wish to be able to, to like to . . . 

till this spring. 

till next summer, 
till next fall, 
till last winter. 

till what day ? 

till what year ? 

in what house do you live now ? 

in the corner house. 

in the third house after you turn 
the corner. 

the fourth door on the left. 

on the left 

on what story does Mrs. Rameau 
live? 

on the ground floor [first story in 

America], 
in the first story, second, third. 

in the garret, 
in the cellar. 

three children fell from this tree. 



bien qiie. (Subj.) 

encore que, (Subj.) 

non que J non pas que. (Subj.) 

y a-t-il des gens qui melent le 

vin avec I'eau ? 
il est des gens qui melent I'eau 

avec leur vin. 

il tombe de gros flocons de neige. 
il tombe de la pluie fine. 

ne vous semblerait-il pas a propo3 
d'agiter cette question ? 

il semble a, propos de . . . 

y a-t-il ? il y a. (Obs. 4.) 

il est. 

changer d'air. 
changer de servante. 
changer de place. 

aimer mieux. 

aimer a. .. 

jusqu'a ce printemps. 

jusqu'a I'ete prochain. 
jusqu'a I'automne qui vient. 
jusqu'a I'hiver dernier. 

jusqu'a quel jour? 

jusqu'a quelle annee ? 

dans quelle maison demeurez-vous 

a I'heure qu'il est ? 
dans la maison du coin. 

a la troisieme maison en tournant 
le coia. 

la quatrieme porte a gauche. 

a gauche. 

a quel etage madame Rameau de- 
meure-t-elle ? 

au rez-de-chaussee. 

au premier; au second; au troi- 
sieme. 

au grenier. 
dans la cave. 

il est tombe trois enfants du haut 
de cet arbre. 



268 SECOND COURSE. 

« 

FORTIETH EXERCISE OF THE SECOND COURSE. 

1. There remains a great deal to do [for] to finish the construe* 
tion of this large hotel in time. — When will it be finished? — I think 
that it will be finished on the first of June instead of the first of 
May, next year. 2. Although this man was not as powerful as 
the other, he resisted [to the] force by [the] force. Was he wrong ? 
— He was not wrong ; he was right. 3. What o'clock is striking ? 
— It is striking twelve o'clock, I think. 4. Does it not seem to 
you proper to agitate the public mind on this important question ? 
— It seems to me so. 5. Would you not like a change of air for 
your health ? — I think I should like it. 6. Will they live in that 
boarding-house until next fall ? — They will live in it till next spring, 
at least. 7. Does Mr. Henry live in this house ? — No, Sir, he lives 
in the first house after you turn the corner. 



OBSEEVATIONS. 

1. In this Lesson, a new sort of Verbs, or rather, a new use of the 
other kinds of Verbs appears. They belong to the class called by some 
the Impersonal, and, by others, the Unipersonal Verbs, and to a peculiarly 
French or Idiomatic use of such Verbs. Impersonal Verbs are used in 
the Third Person only, and without reference to any Antecedent. 

These Verbs are susceptible of the form and meaning of all the differ- 
ent kinds of Verbs, Active, Passive, Eeflective, and Neuter, through the 
Indicative and Subjunctive Modes, and in all their Tenses. 

The apparent Subject of this species of Verb is the Pronoun iZ, which 
precedes it ; the real Subject, however, follows, and may be expressed by 
a Noun Masculine or Feminine, Singular or Plural, or by an entire phrase. 
They are much in use, and have no corresponding form in English. 

2. When Mille signifies A mile, it takes the sign of the Plural. 

3. When etre a., . followed by an Infinitive, refers to persons, it gives 
the last Verb the signification of the English Actualizing Form : 

Je suis a /aire quelque clwse. 

I AM DOING SOMETHING. 

The resemblance is very striking between the French and EngUsh 
^hen the a is added to the Participle Present, in English : 
Je suis a jouer, 

I AM A-PLAYING. 

4. Very frequently used in French, in all styles. 



FORTY-FIRST LESSON. 



269 



FORTY-FIRST LESSON OF THE SECOND COURSE. 

niPEESONAL VERBS, — BEFLECTIVE. 



whilst the ship was sailing fast, a 
violent tempest arose. 



. . .ARISES, THERE ARISES. . . 

there is published, there are pub- 
lished, they publish. . . 
are there published ? . . . 

there used to be forwarded a great 
quantity of gold dust from Cali- 
fornia as well as from Australia. 

five men, three women, and three 
children were killed in that ac- 
cident. 

more than four thousand letters 
were distributed, the other day, 
at the post-office. 

they launch in that ship-yard as 
many as eight ships every year, 
gauging a total of thirteen thou- 
sand and three hundred tons. 

post-office. 

gold dust. 

AS WELL FROM ... AS FROM . . . 
AS MANY AS . . . 

either you picked up this needle 
or you did not pick it up. 

EITHER. . .OR. . . 

to pick up a needlo from the 
ground. 

either the goldsmiths wound up 
this watch or they deceived 
me. 

to wind up a watch. 

[either] ... OR . . . 

take five from fifteen, how much 

remains? 
there remains ten. 

take three from twenty, there re- 
mains seventeen. 



tandis que le navire marchait a 
pleines voiles, il s'eleva une 
tempete furieuse. (Obs. 1.) 

XL s'eleve ... 

il se publie . . . 

se publie-t-il ? . . . 

il s'expediait une grande quantite 
de poudre d'or tant de la Cali- 
fornie que de I'Australie. 

il s'est tu6 cinq hommes, trois 
femmes et trois enfants, dans 
cet accident. 

il s'est distribue plus de quatre 
mille lettres, I'autre jour, au bu- 
reau de poste. 

il se lance, dans ce chantier, jus- 
qu'a huit navires par annee, jau- 
geant un total de treize mille 
trois cents tonneaux. 

bureau de poste. 

poudre d'or. 

tant de. . . que de, , . 

jusqu^d, . . 

ou vous avez ramasse cette aiguille 
a terre ou vous ne I'avez pas 
ramassee. 

ou, , . ou, . . 

ramasser une aiguille a terre. 

ces orfevres ont monte cette mon- 
tre ou bien ils m'ont trompe. 

monter une montre. 

ou bien , , , 

otez cinq de quinzCj combien reste* 

t-il? 
reste dix. 

otez trois de vingt, reste dix-sept. 



270 



SECOND COUKSE. 



besides, I do not regret it, I 
obliged them out of friendship. 

out of friendship, 
out of kindness. 

moreover, I lent him one thou- 
sand dollars to begin a business. 

consequently, he is very much 
obliged to you. 

are you going to eat a morsel, be- 
sides that? 

in addition to that [what I have 
said], do not eat much at once. 

did you judge proper to begin 
this task then ? 

I thought proper not only to be- 
gin it, but also to end it. 

did the author judge proper that 
this paragraph should be sup- 
pressed? — Yes, Sir.— Then, we 
shall suppress it. 

I asked for some light, whereupon 
the girl brought me this Tvax- 
candle which does not light 
half this sheet of paper. 

to judge proper. 

to commence business. 

to take a lunch — take a bite. 

to eat little at once ; to eat a good 
deal at once. 

THEN. 

WHEN, WHEREUPON. 

CONSEQUENTLY. 

BESIDES, MOREOVER, 

BESIDES THAT. 

IN ADDITION, ADDED TO THAT. 

to pay the corner grocer. 

to pay him. 

to pay him for the big loaf of bread. 

to pay for it. 

to pay him for it. 



au surplus, je ne le regrette pas^ 
je les ai obliges par amitie. 

par amitie. 
par bonte. 

de plus, je lui ai prete mille 
piastres pour entrer en affaires. 

par consequent, il vous est bien 
oblige. 

allez-vous manger un morceau, 
outre cela ? 

joint a cela, ne mangez pas beau- 
coup a la fois. 

avez-vous juge a propos de com- 

mencer cette tache a cette 

heure-la ? 
j'ai jug6 a propos non sei:.lement 

de la commence!*, mais aussi de 

la terminer. 

Tauteur a-t-il juge a propos qu'on 
retranchat ce paragraphe ? — 
Oui, monsieur. — Pour lors, nous 
allons le retrancher. 

j'ai demande de la lumi^re, sur 
quoi la fille m'a apporte cette 
bougie qui n'eclaire pas la moi- 
ti4 de cette feuille de papier. 

)de... (bef. Inf.) 
jugeraproposj^^^^^^ ^ ^g^^.j 

entrer en affaires. 

manger un morceau. 

manger pen a la fois ; manger 
beaucoup a la fois. 

pour lors. 

sur quoi. 

par consequent^ consiqueinment^ 

de phcs, au surplus. 

outre cela. 

joint cb cela. 

payer Tepicier du coin. 

le payer. 

lui payer le gros pain, 

le payer. 

le lui payer. 



FORTY'SECOND LESSON. 



271 



FOKTY-FIRST EXERCISE OF THE SECOND COURSE. 

1. How do you add these sums [together] ? — By placing the sums 
one under the other. 2, Take away six from twenty-six, there re- 
mains twenty. How much is there remaining? 3. Would not 
those young gentlemen eat a morsel after having walked all along ? 
— ^I think they would take a bite very readily (well.) 4. He paid 
for that big loaf of bread. — Whom did he pay for it ? — He paid [to] 
the clerk for it. 



OBSERVATIONS. 

1. These ar^ the Reiective Verbs used in an Impersonal way. 
Obs. 1, 2d Course.) 



(L. 40, 



FORTY-SECOND LESSON OF THE SECOND COURSE, 



I3IPERS0NAL VERBS. — PASSIVE. 



there were played five pieces of 
music from the best masters, in 
this concert. 

there was sent a reinforcement of 
over three hundred men to the 
reserve corps. 

there are exported every year 
more than one million of hogs- 
heads of sugar from the single 
port of Havana. 

very revolutionary questions were 
agitated in this club. 

there used to be coined more than 
a million of francs a day, at tlie 
mint, bearing th<i stamp of the 
republic 

there were not printed as many 
copies of my spelling-book as I 
had ordered. 

were there three millions of men 
killed, as asserted, during the 
twenty years of war of the Re- 
public, the Consulate, and the 
Empire I 

WERE THERE KILLED f . . . 

were there not killed?. . . 



il a ete ^joue cinq morceaux de 
musique des premiers maitres, 
dans ce concert. (Obs. 1.) 

il a ete envoye un renfort de trois 
cents et quelques hommes au 
corps de reserve. 

il est ^xporte tons les ans plus 
d'un million de boueauts de Su- 
cre, du seul port de la Havane. 

il fut agite des questions bien re- 
volutionnaires dans ce club. 

il etait frappe plus d'un million 
de francs par jour, a I'hotel des 
monnaies, a I'effigie de la repu- 
blique. 

il n'est pas tire autant d'exemplai- 
res de mon abecedaire que je 
I'avais ordonne. 

a-t-il ete tue trois millions d'hom- 
mes, comme on Taffirme, durant 
les vingt ans de guerre de la 
Republique, du Consulat et de 
I'Empire ? 

A-T-IL ETE TUE ? . . . 

n'a-t-il pas ete tue ? .♦. . 



272 



SECOND COURSE. 



there were played. . . 

there is exported, there are ex- 
ported. . . 

. . . were coined, there was coined. 

. . . were agitated, there was agi- 
tated. 

reserve corps, 
piece of music. 

to go on board. 

to go on board of the ship of war. 

these naughty little girls went 
indeed on board all alone. 

ALL ALONE. 

to go shooting, hunting bears. 

to be well; to be better; to be 
worse. 

would this watch not go better 
if it were wound up regularly? 

in his wrath he went as far as 
striking his clerk with the but- 
end of the musket. 

AS FAR AS... 

UNLESS . . . 

they smoke, they chew, they spit 
in this room in such a way that 
they turn my stomach. 

to turn the stomach of. . . 

I prefer a thousand times to go 
away rather than to cause you 
any trouble. 

I would go at this very moment 
rather than give you any 
trouble. 

to occasion trouble, 
to give trouble. 

RATHER THAN. . . 

IN SUCH A WAY AS TO, IN SUCH A 
WAY THAT. . . 

W^ILL HE, NILL HE; WHETHER ONE 
WILL OR NO. 



il a ete jou^,,. 
il est exporte. . . 

il etait frapp^ . . . 
il f ut agite . . . 

corps de reserve, 
morceau de musique. 

aller a bord. 

aller a bord du navire de guerre. 

ces petites espiegles sont bien 
allees a bord toutes seules. 

j TOUT SEUL, TOUT SEULS. 

( TOUTE SEULE, TOUTES SEULES. 

aller a la chasse aux ours. 

aller bien ; aller mieux ; aller plus 
mal. 

cette montre n'irait-elle pas mieux 
si elle etait montee reguliere* 
ment? 

dans sa colere, il alia jusqu'a frap- 
per son commis a coup de crosse 
de fusil. 

jusqu^d, , . (before Inf ) 

d moins de,, , (before Inf) 

on fume, on chique, on crache 
dans cette chambre au point de 
me donner des nausees. 

donner des nausees a 

je pref^re mille fois m'en aller que 
de vous causer de Tembarras. 

je m'en irais des Tinstant meme 
plutot que de vous donner de 
Fembarras. 

causer de Tembarras*. 
donner de Tembarras. 

que de, ,. ) 

plutot que de, , . ) 

au point de. , . 
ban gre vial gre. 



(before Inf.) 
(before Inf.) 



FORTY-SECOND LESSON. 



273 



TEAR IN, YEAR OUT. 

those stocks bring six per cent, 
interest, year in and year out. 

the prisonei^ in the penitentiary 
TTork whether they will or no. 

WITH GOOD WILL. 

AT THEIR OPTION. 

WITH THEIR FULL CONSENT. 

ACCORDING TO AGREKNIENT. 

it is proved that mortality was 
never so great as this year. 

to prove. 

is it after half-past five ? 
it is after six. 

to sail fast. 

to stab with a penknife. 

to stab [or strike] with a knife. 

to strike with an ax, 

to strike with the fist, 
to kick. 

to whip, to lash. 

as to me ; as to you ; as to him ; 
as to this gentleman. 

AS TO . . . 



hon an ynal an. 

ces actions rapportent six pour cent 
d'interet, bon an mal an. 

les prisonniers au penitentiaire 
travaillent bon gre mal gre. 

de bon gre. 

a lew' gre. 

de leur plein gre. 

de gre a gre. 

il est constate que jamais la mor- 
talite n'a ete aussi considerable 
que cette annee. 

constater. 

est-il cinq heures et demie passees? 
il est six heures passees. 

marcher a pleines voiles. 

donner un coup de canif a . . . 
donner un coup de couteau a. . . 

donner un coup de hache a. . . 

donner un coup de poing a. . . 
donner un coup de pied a . . . 

donner un coup de fouet a . . . 

quant a moi ; quant a vous ; quant 
a lui ; quant a ce monsieur. 

quant a . . . 



FORTY-SECOND EXERCISE OF THE SECOND COURSE. 

1. What time is it ? — It is after half-past seven. 2. Great ques- 
tions were agitated, for two years, in that deliberative body. 3. Is 
it proved that the mortality of children is greater than usual this 
year ? — I do not know. 4. Play a piece of good music for us. 5. 
Where was that reserve corps placed ? — On which side of the river ? 
— On the right or the left ? 6. It is not proper to whip that poor 
mare. — I never whip her, for my part. 7. These travelers are 
going to shoot bears. 



OBSERVATIONS. 
1. The Impersonal Passive Verbs present to the Learner tiie same 
peculiarities as the other two Forms of Idiomatic Impersonal Verbs. 
12^ 



ST4 



SECOND COURSE* 



FORTY^THIRD LESSON OF THE SECOND COURSE. 

CONSTBUCTIVK IMPEBSONAL VERBS : II est , ^ , 

IL EST SURPRENANT QUE. (Subj.) 

il est important que. > <S h* ^ 

il importe que, ) \ ^ i-) 

il est temps que. (Obs. 1.) 

n'est-il pas surprenant que cet in- 



IT IS SURPRISING THAT. 



IT MATTERS, IT IS IMPORTANT THAT. 



IT IS TIME THAT. 

is it not surprising that tbis en- 
gineer lacks skill ? 

it is very surprising that this 
colonel of infantry lacks cou- 
rage in presence of the enemy. 

that we should lack means. 

to lack ; to be in want of ; to be 
short of, to be without . . . 

to be destitute of everything, 
not to be in want of anything at 
all. 

IS it proper we should dispose of 
all our property ? 

that we should dispose of them in 
favor of our friends and our re- 
lations. 

IT IS PROPER THAT. 

was it just that she should place 
my desk in the back room ? 

it would have been more just that 
it should be placed in the front 
room. 

UP stairs; up; above. 

DOWN stairs; down; below. 

IT IS JUST that. 

front room, 
back room. 

the lower parlor, 
the upper hall. 

it is cruel, according to my opin- 
ion, that this driver should 
whip that mule who is ready 
to fall from fatigue. 

that he should whip her. 

IT IS CRUEL THAT. 



genieur manque d'habilete ? 

il est surprenant que ce colonel 
d'infanterie manque de courage 
en face de I'ennemi. 

que nous manquions de moyens. 

manquer de . . . 

manquer de tout. 

ne manquer de rien du tout. 

est-il a propos que nous disposions 
de tons nos biens ? 

que nous en disposions en faveur 
de nos amis et de nos proches. 

il est d propos que. (Subj.) 

etait-il juste qu'elle pla^at mon 
pupitre dans la chambre de der- 
riere ? 

il eut ete plus juste qu'on le pla- 
9at dans la chambre de devant. 

e7i haut 

en has. 

il est jicste que. (Subj.) 

chambre de devant. 
chambre de derridre. 

le salon d'en bas. 
la salle d'en haut. 

il est cruel, selon moi, que ce co- 
cher donne des coups de fouet a 
cette mule qui tombe de fatigue. 

qu'il lui donne des coups de fouet. 
il est cruel que, (Subj.) 



FOETY-THIRD LESSON. 



275 



it is very sad that you should be 
obliged to remain in the house 
to sit up with your old mother 
who is sick. 

IT IS SAD THAT. 

IT IS NECESSARY THAT. 

is it not more than extraordinary 
that you should ask me for such 
an engagement three months in 
advance f 

I think, for my part, that that is 
necessary for many reasons. 

that is sad, 
that is possible, 

IT IS POSSIBLE THAT. 

that is absolutely impossible. 

it is time that you should pay 

the tailor for your overcoat, 
that you should pay him for it. 
I paid him for it long ago. 

to pay him for it, for them. 

would it be desirable that . , . 

it is not to be wished that. . . 

it was to be hoped that . . . 

it would be desirable that this 
merchant should quit business. 

is it not desirable that you should 
turn the key in the door f 

becaus'3 we do not oversee our 
business personally, does it re- 
sult that we neglect it entirely ? 

you will see that all these small 
bills are paid. 



il est bien facheux que vous soyez 
obligee de rester a la maison 
jx)ur veiller votre vieille mere 
qui est malade. 

il est fdcheux que. (Subj.) 

il est nicessaire que, (Subj.) 

n'est-il pas plus qu'extraor din aire 
que vous me demandiez un pa- 
reil engagement trois mois d'a- 
vance ? 

je pense, quant a moi, que cela est 
necessaire pour bien des raisons. 

eela est facheux, 
cela est possible. 

il est possible que^ (Subj.) 

cela est absolument impossible. 

ii est temps que vous payiez votre 

pardessus au tailleur. 
que vous le lui payiez. 
je le lui ai paye il y a longtemps. 

le lui, les lui payer. (Obs. 1.) 

serait-il a souhaiter que. . . (Subj.) 

il n'est pas a desirer que . . . 

il etait a esperer que . . . 

il serait a souhaiter que ce mar- 
chand quittat les affaires, 

n'est-il pas a desirer que vous don- 
niez un tour de cle a la porte ? 

de ce que nous ne veillons pas a 
nos affaires personnellement, 
resulte-t-il que nous les negli- 
gions entierement? 

vous veillerez a ce que tous ces 
petits comptes soient payes. 



FORTY-THIRD EXERCISE OF THE SECOND COURSE. 

1. Is it necessary that you should go there^ — That is not neces- 
sary. 2. Is it just that Napoleon should occupy the front room, 
since I occupied it first? — You occupied the back room long enough. 
3. Why do you kick my dog ; it did not bite you ? — I will kick it 
again if you threaten me. 4. Now, [my] boys, keep quiet, if you 
please. 5. It is desirable that this merchant should leave business. 



m 



SECOND COtTKSE. 



OBSEEVATIONS. 

1. When tlie Imper&onal II esty'is followed by an Adjective, a Noun, o? 
an Infinitive, as 

II est surprenant que . . . 

II est temps que . * . 

II est a desirer que * . . 
the fo]lowii"ig Verb is put in the Subjunctive. (L, 88, Obs. 4.) For this 
kind of Impersonals we have adopted the term Constructive. 

2. In French they say, " To pay a pair of boots," etc., while in English 
it is always, " To pay tor" the thing purchased. 



FORTY-FOURTH LESSON OF THE SECOND COURSE, 



THE UNIPERSONAL VERBS. 



IT SNOWS. 

it does not snow, 
does it snow ? 
does it not snow ? 

it hails. 

it thawffr 

what an astonishing thing! it 
snowed in Louisiana by the 
middle of E'oTember. 

what is all this prattling to me ? 

what signify the "best motives to 
them? 

what of that ? go ahead I 

no matter I let us not be stopped 
by these cowardly considera- 
tions. 

let us go ahead 1 

it thunders in a frightful manner, 
does it not thunder ? 

have many accidents happened on 
the railroads, in the State of 
New York, during the last six 
months ? 

not a groat number of them has 
happened, if we judge by the 
official statements; 



IL NEIGE. 

il ne neige pas. 

neige-t-il ? 

ne neige-t-il pas ? 

il grele. 

il degele. 

chose etonnantel iL a neige 
Louisiane a la mi-novembre. 



(Obs. 1.) 



que m'importe tout ce bavardage ? 

que leur importe les meilleurs mo 
tifs? 

qu'importe ? en avant I 

n'importe I ne nous laissons pas 
arreter par ees laches conside- 
rations. 

allons de Tavant I 

il tonne d'une maniere effroyable. 
ne tonne-t-il pas ? 

est-il arrive beaucoup d'accidents 
sur les chemins de fer, dans 
riltat de New York, durant le 

semestre ecoule ? 

il n'en est pas arrive un grand 
nombre, si Ton en juge par le 
relevo officieL 



FOKTT-FOURTH LESSON. 



277 



it happens . . . 

sis months. 

State of :N^ewYork. 

does it seem to ycm .proper to 

retm'n on board? 
have those young men returned 

on board ? 

it seems. 

it seems proper that^ to . . . 

it seems just to . . 

to return on board. 

those children longed to craunch 
these barley-sugar [candies], 
or to suck them, 

they, he, sh^ you, we, I, long. 

to order somebody to do some- 
thing. 

to order him to do certain things, 
such and such a thing. 

to order. 

BECAUSE, A9. . . 
TO THA?. . . 



il arrive . . . 
semestre. 

Stat de New York. 

Tous semble-t-il a propos de re- 

tourner a bord ? 
ces jeunes gens sont-ils retournes 

a bord ? 

il semble. 

il semble a propos de . . . (bef. Inf.) 

il semble juste de. . . (before Inf.) 

retoumer a bord. 

il tardait a ces enfants de croquer 
ces sucres d'orge ou de les sucer. 

il leur, lui, tous, nous, me, tarde. 

ordonner a quelqu'un de faire 

quelque chose. 
lui ordonner de faire certaines 

choses, telle et telle chose. 

a. . . (before Xoun.) 
de . . . (before Inf.) 

DE CE QUE . . . 
A CE QUE. .. 



ordonner 



'\i 



FORTY-FOURTH EXERCISE OF THE SECOND COURSE. 

1 Dispose things so that I may return on board the ship of war 
to-night. 2. Will not this musician play for me ? 3. Order the 
servant to make a good fire. — Where is she ? — She is down stairs, 
in the kitchen, call her. 4. These children long to play in the 
yard ; will you not let them go there ? — I will let them go [thither] 
"With [of] all my heart. 



OBSERVATIONS. 
1. We arrive finally at the real Unipersonal Verb in both Languages. 
It does not present anything peculiar beyond its exclusive employment in 
the Third Person Singular, and the indefiniteness of the Pronoun IZ 
which appears as the Subject. It is used in all the Tenses. It undergoes 
the same irregularities that the other Verbs are subjected to. Degeler 
makes II cUg'ele with an ^, Neiger^ makes, in the Imperfect, II neigeait 
with an e after the g^ etc. 



278 



SECOND COURSE. 



FORTY-FIFTH LESSON OF THE SECOND COURSE. 



THE SECOND PERSON SINGULAR. 



THOU ASKEST, 
DOST THOU ASK? 

dost thou not ask f 
thou askest not. 

THOU. 

THEE, TO THEE. 

thou caressest me, my pretty little 
King Charles, and I give thee 
gingerbread. 

thou shalt eat this [cake of] gin- 
gerbread, and I that one. 

dost thou laugh at me? 

I do not laugh at thee, far from it. 

THOU. 

THEE (of, by, for thee, etc.) 

whatever happens, 
however it may be. 

thou disposest. 

in case that thou disposest. 

dispose. 

gingerbread. 

to laugh at . . . 

ALTHOUGH. 
WHATEVER. 

thou wast setting all these volumes 
in good order. 

thou shalt dispose, 
thou shouldst dispose. 

thou disposedst, didst dispose. 

in order that thou mightest set 
these rare objects in the order 
indicated by the catalogue, 

thou hast disposed, 
thou hast set them, 
hast thou not set it ? 

thou hadst set, 

thou shalt set. 



TU DEMANDES. 
DEMANDES-TU ? 

ne demandes-tu pas ? 
tu ne demandes pas. 

TU. (Obs. 1.) 

TE, t' (Obs. 1.) 

tu me caresses, mon joli petit 
king-charles, et je te donne des 
pains d'epices. 

toi, tu mangeras ce pain d'epices, 
et moi, celui-la. 

te moques-tu de moi l^ 
je ne me moque pas de toi, loin 
de la. 

TOI. (Obs. 1.) 

TOI (de, par, pour toi, etc.) 

quoi qu'il arrive, 
quoi qu'il en soit. 

tu disposes, 
en cas que tu disposes. 
dispose, 
pain d'epices. 

semoquerde.. jun.) 

quoique. ' '\ 

quoi qui ) 

tu disposals toUi. \ jm.-t};^ en 
bon ordre. 

tu disposeras. 
tu disposerais. 

tu disposas. 

pour que tu disposasses ces objets 
dans I'ordre mdique par le ca- 
talogue. 

tu as dispose. 

tu les as disposes, dispos6es, 

ne I'as-tu pas disposee f 

tu avais dispose. 

tu auras dispose. 



FORTY*PIFTH LESSON. 



279 



thou wouldst have set. 

m ORDER THAT. 
"WHETHER. 

without thy having set. 

whether thou mightest have set, 
or not. 

IN CASE THAT. 
WITHOUT. 

thou goest on board. 

go for the candle. 

on condition that thou goest for 
it 

thou wentest ; suppose that thou 
mightest go. 

thou hast been. 

ON CONDITION THAT. . . 

i.iou wast gnawing, 
thou gnawedst. 

\ou wast advancing. 
>u advancedst. 

^endest. 

^ him. 

c .id for him, pray. 

">T1 wilt:^ gro ; thou shouldst go. 
'-*' " ' • 1 ^; thou wouldst send. 
^^ -u-hand. 

lou didst come i at an improper 



die ■ 
di. 

thou h. 



Tielet, and 



' ^USIC. 

thou dia - ^ remain three 

weeks in Doarding-school ; 

wast thou lonesome there ? 

hadst thou stood up during all 
the sitting? thou wast very 
much fatigued, I presume. 

it is not good that thou shouldst 
remain a-bed so long. 

to remain in bed. 

to stand up» 



tu aurais dispose. 

'pour que^ (Subj.) 

soit que. (Subj.) 

sans que tu aies dispose. 

soit que tu eusses dispose, ou non. 



en cas q\w. 


(Subj.) 


sans qzie. 


(Subj.) 


tu vas a bord. 




va chercher la chandelle. 





a condition que lu allies la cher* 
cher. 

tu alias ; suppose que tu allasses. 

tu as ete. 

d> condition que, (Subj.) 

tu rongeais. 
tu rongeas. 

tu avangais. 
tu avangas. 

tu envoies. 

envoie-le chercher. 

de grace, ne I'envoie pas chercher. 

tu iras ; tu irais. 

tu enverras ; tu enverrais. 

tu me froisses la main. 

tu es rentre a une heure indue. 

as-tu gotite Tomelette, et I'as-tu 
trouvee bonne ? 

tu es passionne pour la musique. 

a peine es-tu restee trois semaines 
au pensionnat ; t'y ennuyais-tu ? 

6tais-tu reste debout durant toute 
la seance ? tu etais bien fatigue, 
je presume. 

il n'est pas bon que tu restes cou- 
che si longtemps. 

rester couche. 

rester debout. 



280 



SECOND COURSE. 



has the blacksmith shoed 

horse and thy ass? 
has he shoed thine ? 

to shoe a horse. 

love thy neighbor as thysel£ 

love thy fellow-men. 

THYSELF. 



thy 



(Obs. 1.) 
I (Obs. 1.) 



TOX, TA, TES. 

LE TIEN, LA TIENNE. 
LES TIENS, LES TEENNES. 

le forgeron a-t-il ferre ton cheval 

et ton ane ? 
a-t-il ferre le tien ? 

ferrer un cheval. 

aime le prochaiu comma toi-m^me. 

aime tes semblables. 



FORTY-FIFTH EXERCISE OF THE SECOND COURSE. 

1. Whatever happens, I am at thy service. — I am much obliged 
to thee for thy kindness. 2. Dost thou laugh at me, wicked that 
thou art ? — I did not laugh at thee, nor at any one else [nor of any- 
body]. 8. I gave thee this watch on condition that thou shouldst 
go for some candles to the store. — Thou art mistaken, I did not ac- 
cept it on condition that I should go for some. 4. Like thy fellow- 
men like thyself, and thou shalt be happy. 



OBSERVATIONS. 

1. The different Persons have been introduced, one after - 
First and Second Course, according to their importance to 
dent. The First Course brought into view only the F' 
and the Second Person Plural. In the Second Course, 
have been put aside, and the Third Person Singular anu y 

illustrated; after which came the First Person Phiral, and, norc i.:-aily, 
the Second Person Singular. 

The Learner knows under what circumstances this last-mentioned 
Person is used in English. It is employed in French m the same manner 
and to the same effect, with a very important addition. It is exclusively 
used between members of the same family, between relatives and lovers, 
among children and friends. It has not in French the awkwardness it has 
in English, and really abounds in that Language. The reason why this 
Lesson was postponed, until now, is that it can not be expected that, ad- 
dressing themselves to strangers, English-speaking Students should need 
to use this most familiar and confidential mode of expression, at first; nor 
until the polite or conventional method is thoroughly mastered. 

All the different Tenses of the various Verbs, hitherto given, are again 
Illustrated in this Lesson, with the Second Person Singular. 



FORTY-FIFTH LESSON. 



281 



Having now completed the gradual exhibition of all the Personal and 
Possessive Pronouns, a synoptical view of them will be of great service. 



SYNOPTICAL VIEW 

OF THE PERSONAL AND POSSESSIVE PRONOUNS. 



I, 


THOU, 


HE, IT, 

tl. 


SHE, IT. 

elle. 


WE, 

nous, 


iYOU, 

vous, 


THEY, 

ils, 


THEY. 

elles. 


ME, 

ine. 


THEE, 

te] 


HIM, IT, 

le, 


HER, IT. 

la. 


us, 
nouSy 


YOU, 

VOUSy 


THEM. 

les. 




ME, 

moi (de, a, etc.) 


THEE, 

toi, 


HIM, 

lui, 


HER. 

elU, 


us, 
noxiSy 


YOU, 
WUSj 


THEM, 

eux, 


THEM. 

elles. 


ONESELF, 


HOI HERSELF, 

se, 


THEMSELVES, 

se. 


ONE. 

soi. 


MYSELF, 

Tnov-meme, 


THYSELF, 

toi-meme, 


HIMSELF, 

lui-meme, 


HERSELF. 

eUe-rrieme. 


OURSELVES, 

nous-memeSy 


YOURSELVES, 

vous-meTues, 


THEMSELVES, 

eux-menus, 


THEMSELVEe* 

elles-memes. 


ONESELF. 

soi-mem€. 








MY, 

mouy 

ma, 

mes, 


THY, 

ton, 

ta, 

teSf 


HIS, HER, ITS 

son, 
sa. 

ses. 




OUR, 

notre, 
noSj 


YOUR, 

wire, 

WSj 


THEIR. 

leur. 
leurs* 




MINE, 

le mien, 
la miennej 
les mienSj 
les mienneSj 


THINE, 

le tien, 
la tienne, 
les tiens, 
les tiennes, 


HIS, HERS, ITS. 

le sien. 
la sienne, 
les siens. 
les siennes. 




OURS, 

le notre^ 
la nbtre, 
les notreSy 


YOURS, 

le voire, 
la wire, 
les votres, 


THEIRS. 

le leur. 
la leur. 
les leurs. 





282 



SECOND COURSE. 



FORTY-SIXTH LESSON OF THE SECOND COURSE. 

TENTH CATEaORY OF EEFLECTIVES, — ^VERBS REFLECTIVE IN ENGLISH AND 
FRENCH. 



I respect myself, 
thou respectest thyself, 
he respects himself, 
we respect ourselves, 
vou respect yourselves. 
ihey respect themselves. 

to respect yourself, yourselves ; to 

respect m^^self. 
to respect thyself ; to respect our- 

self, ourselves. 

TO RESPECT ONESELF, THEMSELVES. 

I was bathing myself. 

I bathed myself. 

I will bathe myself. 

I would bathe myself. 

however little I hurry myself. 

however little I might hurry my- 
self. 

I have wounded myself. 

I had wounded myself. 

I should have wounded myself if. 

notwithstanding that I may have 
wounded myself in the knee. 

NOTWITHSTANDING THAT. 

would you not grant me your 
powerful protection near the 
government if ever I wanted it ? 

NEAR. . . 

to be in want of, to need. 

keep your savings for the time of 
need ; do not waste them. 

FOR THE TIME OF, IN CASE OF. . . 

thou hast borrowed money of this 

usurer, 
I have borrowed a little of him. 

to borrow of. . . 



je me respecte, 

tu te respectes, 

il se respecte. 

nous nous respectons. 

vous vous respectez. 

ils se respectent. (Obs. 1.) 

vous respecter ; me respecter, 
te respecter ; nous respecter. 

SE RESPECTER. 

je me baignais. 

je me baignai. 

je me baignerai. 

je me baignerais. 

si peu que je me presse. 

si peu que je me ; 



je me suis blesse. 

je m'etais blesse. 

je me serais blesse si. . . 

nonobstant que je me sois bless6 
au genou. 

nonobstant que. (Subj.) 

ne m'accorderiez-vous pas votre 
puissante protection aupres du 
gouvernement si jamais j'en 
avais besoin ? 

aupres de, , . 

avoir besoin de . . . (before Noun 
and Infinitive.) 

conservez vos 6pargnes en cas de 
besoin ; ne les gaspillez pas. 

en cas de. . . 

tu as emprunte de I'argent a cet 

usurier. 
je lui en ai emprunte un peu. 

eraprimter d. . . 



FORTY-SIXTH LESSON. 



283 



he blew his brains out at the 
moment I was going in. 

do you remember the time when 
we used to play cards in the 
attic ? 

AT THE MOMENT WHEN. . . 
THE TIME WHEN . . . 

do not slap this orphan till tears 
drop from his eyes. 

TILL. . . 

how much dost thou ask for these 
silks a piece ? 

I ask three hundred and fifty 
dollars a piece, but we let our 
customers have them for some- 
thing less. 

I will give you two hundred and 
fifty dollars for these three 
pieces. 

will you give no more for them ? 

we shall not part with a single 
piece for less than what I ask- 
ed you. 

you will not get it for a centime 
less anywhere, be sure of that. 

to ask for [to ask so much for]. 

to let go for less, to let have for 
less. 



to let have for. . 
to give for . . . 



less. 



il s'est brule la cervelle au mo- 
ment ou j'allais entrer. 

vous rappelez-vous le temps ou 
nous jouions aux cartes dans la 
mansarde ? 

au moment ou. , , 

le temps ou. , , 

ne frappez pas cet orphelin jus- 
qu'a ce que ks larmes lui cou- 
lent des yeux. 

jusqiUdL ce que. . . (Subj.) 

combien demandes-tu de ces soi- 
ries, la piece ? 

j'en demande trois cent cinquante 
piastres la piece, mais nous les 
laissons a quelque chose de 
moins a nos pratiques. 

je vous donnerai deux cent cin- 
quante piastres de ces trois 
pieces. 

n'en donnerez-vous que ce prix ? 

nous n'en laisserons pas aller ime 
seule piece a moins du prix que 
je vous ai demande. 

on ne vous . la laissera pas a un 
centime de moins nuUe parfc^ 
soyez-en bien sur. 

demander de . . . 

laisser a moins. 



laisser a. . . 
donner de. 



de moins. 



FORTY-SIXTH EXERCISE OF THE SECOND COURSE. 

1. Thou respectest thyself too much [for] to strike anybody. — I 
do respect myself too much, assuredly. 2. When you [shall] want 
my services, ask for them. 8. He went in at the time when I was 
going away. 4. How much do you ask for this fine coat ? — I will 
let you have it for six dollars and a half. 5. AYill you let me have 
two of them for less?— I will let you have those two for twelve 
dollars each. 



284 



SECOND COURSE. 



OBSEEVATIONS. 
1. The Conjugation of this kind of Reflective Verbs has nothing pecu- 
liar about it, except that it corresponds to the English Eeflective. The 
difference in the respective place of the Second Personal Pronoun, in the 
two Languages, is too obvious to require more than a passing notice. 



FORTY-SEVENTH LESSON OF THE SECOND COURSE. 

PARTICIPLE PAST, WITH ITS ATTENDANT PREPOSITIONS. 



this project, approved in the 
house of representatives, has 
been ratified by the senate. 

this actor was called back on the 
stage after the fall of the cur- 
tain. 

this very valuable book was dedi- 
cated to one of the professors 
of the university. 

this journal is edited by an editor 
in chief and numerous co- 
editors. 

this pamphlet is stereotyped by 
the stereotypers as fast as it is 
composed. 

AS FAST AS, IN PROPORTION AS. 

chief editor. 

co-editor. 

publisher. 

foreman (in a printing office), 
foreman (generally). 

WITHOUT THEIR KNOWLEDGE. 
WITHOUT HIS, HER KNOWLEDGE. 
WITHOUT THE KNOWLEDGE OF . . . 

a regiment of the line was dis- 
played along the wharf 

this passage is borrowed from 
one of the most esteemed critics 
of the eighteenth century. 

PROVIDED. 

provided there are fashions. 
Augustine. 



ce projet, approuve a la chambre 
des representants, a ete ratifie 
par le senat. 

cet acteur fut rappele sur la scene 
apres la chute du rideau. 

ce livre de beaucoup de merite a 
ete dedie a I'un des professeurs 
de I'universite. 

ce journal est redige par un re- 
dacteur en chef et de nombreux 
collaborateurs. 

ce pamphlet est stereotype paries 
stereotypistes au fur et a mesure 
qu'on le compose. (Obs. 1.) 

aufur et a 7iusure que. 

redacteur. 

coUaborateur. 

editeur. 

prote. 
contre-maitre. 

d, leur insUy etc. 

ct son insu. 

d Vinsu de, . . 

un regiment de ligne etait d^ploy6 
le long du quai. 

ce passage est emprunte a Tun des 
critiques Ics plus estim^s du 
dix-huitieme siecle. 

si taut est que. (Subj.) 

si tant est qu'il y ait des modes. 

Augustin. 



FORTY-SEVENTH LESSON. 



285 



INSTEAD OF, FAR FROM. 

although we were singing, we 
danced at the. same time. 

he who sings to-day will cry to- 
morrow. 

HE WHO, ANY ONE WHO, WHOSO- 
EVER. . . 

the more one accumulates wealth, 
the- more he desires to amass it. 

the less knowledge we have, the 
more we desire to acquire some. 

THE MORE . . . THE LESS . . . 
THE LESS . . . THE MORE . . . 
THE MORE . . . THE MORE. 

stereotyped by. ,. 

dedicated to . . . 

recalled on . . . 

persuaded of. . . 

displayed along . . , 

prince Albert, husband of the 
queen of England. 

a Jesuit. 



loin que, (Subj.) 

tout en chantant, nous avons dan- 

se. 

tel qui chante aujourd'hui pleure- 
ra demain. 

TEL QUI . . . 

plus on amasse de richesses, plus 
on desire en amasser. 

moins on a de savoir, plus on de- 
sire en acquerir. 

plus . , . moins . . . 

moins. . . plus, . . 

plus , . . plus , . . 

stereotype par . . . 

dedie a . . . 

rappele sur. . . 

persuade de. . . 

deploy^ le long de. . . 

le prince Albert, mari de la reine 
d'Angleterre. 

un Jesuite. 



FORTY-SEVENTH EXERCISE OF THE SECOND COURSE. 

1. Was this book stereotyped by the foreman ? 2. To whom is 
this book dedicated? — To the editor of the newspaper. 3. Did 
you buy this toy without the knowledge of your mother ? — I bought 
it without her knowledge. 4. This young lady likes fine gowns. — 
She likes the last fashions, too. 



OBSERVATIONS. 

1. The Participle Past is sometimes followed by one Preposition and 
sometimes by another. The difficulty lies in this, that the French Prepo- 
sition is far from being always translated by the English corresponding one. 

The three principal Prepositions used after the Participle Past are «, de, 
par. The first of these is rendered in most cases by In, At, To. The uso 
of De abounds in the language, and is the great difficulty, in this respect, to 
be conquered. It is rendered in English in a variety of ways. De is more 
frequently applied to things, Par^ to persons. 



286 



SECOND COURSE. 



FORTY-EIGHTH LESSON OF THE SECOND COURSE. 

ELEVENTH CATEGORY OF THE REFLECTIVES. — ^VERB3 'ALWAYS REFLECTIVE ] 
FRENCH, ETC. 



he forswore himself before the 
justice of the peace. 

after an obstinate combat, the 
Turks got hold of this fortress. 

the Mahometans prostrate them- 
selves with their faces to the 
ground. 

parchment shrinks by the fire, 
to shrink, to shrivel. 

. to bow to the earth, to prostrate 
oneself. 

to get hold, to take possession of. 

TO FORSWEAR ONESELF. 

thou [you], and I. 
he and I. 
she and I. 
you and I. 

they and I. ■) 

this young person and I. 
these persons and I. 

to look grum. 

to lean upon the table. 

you and we [us], 
you, she [her], and we [us], 
they, they [them], and we [us], 
these gentlemen and we. 

the troops mutinied, 
to mutiny. 

to alter one's mind. 

you and I will go to mass, 
these three persons and I go to 

the French theater, 
she and I will go to the comedy. 

to desist from . . . 
he is going to stop the prosecu- 
tion. 

to addict oneself to . . . 



(Obs. 1.) 
(Obs. 2.) 



il s'est parjure devant le juge de 
paix. 

apres un combat opiniatre, les 
Turcs s'emparerent de cette for- 
teresse. 

les Mahometans se prosternent la 
face centre terre. 

le parchemin se ratatine au feu. 
se ratatiner. 

se prosterner. 
s'emparer de . . . 

SE PARJURER. 

toi et moi. 
lui et moi. 
elle et moi. 
vous et moi. 
eux et moi. 
elles et moi. 

cette jeune personne et moi. 

ces personnes et moi. (Obs. 3.) 

se renfrogner. 

s'accouder sur la table. 

vous et nous. 

lui, elle, et nous. 

eux, elles, et nous. 

ces messieurs et nous. (Obs. 3.) 

les troupes se mutinerent 
se mutiner. 

se raviser. 

toi et moi, nous irons a la messe. 
ces trois personnes et moi, nous 

allons au th6Atre frangais. 
elle et moi, nous irons a la come- 

die. (Obs. 4.) 

se desister ue. . . 

il va se desister de ses poursuites. 

s*adonner a . . . 



rORTY-EIGHTH LESSON. 



287 



thou and she will go for water. 

you and they will breakfast to- 
gether. 

the earth gave way under their 

feet. 
to fall down, to give way. 

to take root. 

to exert oneself, to struggle. 

to exert oneself, to strive. 

to fly away. 

the birds have fled from their 
cage. 

to evade, to run away. 

those persons and myself will go 
to the country next Monday. 

these gentlemen and ourselves 
propose buying this land. 

will the children and the gover- 
ness go to the garden ? 

will the children and she go to 
the garden ? 

will the girls, the women, and the 
men enter through the same 
door? 

to find fault with everything. 

to prance. 

to intermeddle in a business. 

to be conceited. 

this man and this woman are as 
amiable as they are loved. 

hens, beasts of burden, cows and 
horses, are bought very cheap. 

the hen and her little ones were 
killed by the fox. 

the horse, the cow, and the mare 
are locked up in Calvin s stable. 

to intermeddle with . . . 

we spoke a great part of the night. 

they had attacked the suburbs of 
the city. 



toi et elle, vous irez chercher de 
Teau. 

vous et elles, vous dejeunerez en- 
semble. (Obs. 4.) 

la terre s'ecroula sous leurs pieds. 

s'ecrouler. 

s'enraciner. 
se demener. 
s'evertuer. 

s'envoler. 

les oiseaux se sont envoles de leur 
cage. 

s'evader. 

ces personnes et moi, nous irons a 
la campagne lundi prochain. 

nous et ces messieurs, nous nous 
proposons d'acheter ce terrain. 

les enfants et la bonne iront-ils au 
jardin ? (Obs. 5.) 

les enfants et elle iront-ils au jar- 
din ? 

les filles, les femmes et les hom- 
mes enti^eront-ils par la meme 
porte? (Obs. 6.) 

se formaliser. 

se cabrer. 

s'immiscer dans une affaire. 

s'arroger. 

cet homme et cette femme sont 
aimables autant qu'aimes. 

les poules, les betes de somme, les 
vaches, et les chevauxsont ache- 
tes a vil prix. 

la poule et ses petits ont ete tues 
par le renard. 

le cheval, la vache, et la jument 
sont enfermes dans I'ecurie de 
Calvin. (Obs. 6.) 

s'ingerer de . . . 

nous avons parle une grande par- 
tie de la nuit. 

ils avaient attaque les faubourgs 
de la ville. (Obs. 7.) 



288 



SECOND COURSE. 



to kneel down. 

the pagans kneel down before 
idols. 

many people repeated this story. 

a great number of sailors get 
drowned every year. 

few men succeed in acquiring for- 
tune. 

the greater part of animals have 
more agility, more swiftness, 
more strength, and even more 
courage than man. 

to cry out, to exclaim, 
to cry out. 

to cor^rive to . . . 

to distrust. . . 

Pharaoh's army was entirely sub- 
merged in the Ked Sea. 

a plurality of masters is not a 
desirable thing. 



s'agenouiller. 

les paiens s'agenouillent devant les 
idoles. 

quantite de gens ont repute ce 
conte. (Obs. 1.) 

un grand nombre de matelots se 
noient tous les ans. 

peu d'hommes arrivent a la for- 
tune. 

la plupart des animaux ont plus 
d'agilite, plus de vitesse, plus de 
force, et meme plus de courage 
que I'homme. (Buffon.) 

s'ecrier. 
se recrier. 

s'ingenier a. . . 

se mefier de . . . 

I'armee de Pharaon fut enti^re- 
ment submergee dans la Mer 
Rouge. 

la pluralite des maitres n'est pas. 
chose desirable. (Obs. 7.) 



FORTY-EIGHTH EXERCISE OF THE SECOND COURSE. 

1. Will this parchment shrink by heating it ? — It will certainly 
shrink by heating it too much. 2. Do not lean upon this table, if 
you please. — I will not lean upon the table any more. 3. Shall you 
and I go to the country together ? — We will go together if you like 
it. 4. Did not a certain number of men abandon the ship ? — I do 
not know it, at least. 5. This man cried out that some persons 
were striking him. — But it was not true, I assure you. 



OBSERVATIONS. 

1. We gave, in a previous Lesson, (L. 37, Obs. 3, 2d Course,) the Ee- 
ciprocal Verbs, such as S'entre-choquer^ etc., which are a specimen of Verba 
always Eeflective in form. There are about forty Verbs, besides, always 
Reflective in their grammatical form, but Twt recipi'ocal in their meaning. 
They are rendered in English in various ways. The most important among 
them are given in this Lesson. 

2. In this Lesson, and hereafter, Ta and Toi, etc., will be rendered by 
You, etc., instead of Thou, etc., which last is very awkward in English. 



FORTY-EIGHTH LESSON. 28^ 

The French make, from these two Forms of the Pronoun, a Verb ; Tutoyer^ 
meaning To use Tu and toi, to assume that familiar style of speahUig, 

8. French politeness requires that, when you mention another person 
and yourself, you should put the word representing yourself, last : 

Ces trois personnes et moi. 
But Noiis may be put indifferently before or after : 

Ces messieurs et nous, or Nous et ces messieurs. 

4. There is, in French, a hierarchy of Persons, which is not so much 
remarked in English because the Verb does not change to express these 
differences. The First Person is said to be nobler than the Second, by 
which is meant that it takes precedence over it; the Second is nobler than 
the Third, and enjoys the same relative privilege ; that is to say, when 
several persons are mentioned together, the nobler Person governs the 
Verb, or the Verb agrees with it, that is, with the First Person in pre- 
ference to the Second, and with the Second in preference to the Third. 

In the Examples given above, the First Person, though connected with 
the Second and Third, requires that the Verb should be also in the First 
Person. 

In the second Example, the Second Person, joined with the Third, re- 
quires the Verb to be in the Second Person. 

5. Sometimes the Pronoun symbolizing the nobler or privileged Person 
is repeated before the Verb, and sometimes not. The expression and sup- 
pression of it are both authorized by usage. 

6. There is also a nobility in the Genders — another privileged caste in 
the grammatical world. The Masculine is nobler than the Feminine, as 
the Grammarians have it. In other words, when the Masculine and 
the Feminine happen to be in the same sentence, the Article, Adjective, 
Participle and Noun must agree in Gender with the Masculine, however 
numerous may be the Feminine Nouns united with the one Masculine. 

7. French Grammarians divide the Nouns expressing Collectivity into 
two : the Collectifs jpartitifs- and Collectifs generaux. 

The Fartitim Collectives express a partial collection of persons or 
things, such as A quantht, A number, etc., implying that some other 
things of the same sort are left out. All Adverbs of Quantity come into 
this category. When the Noun or Adverb is followed by the Preposition 
De and a Substantive, the Adjective, Pronoun, Participle and Verb agree 
with this last Substantive, whether Singular or Plural. 

The General Collective expresses the totality of persons or thingB re- 
ferred to, as the words : The army, L'armee ; The forest, La foret^ etc. 
When it is followed by the Preposition De^ and a Substantive, the Parts 
of Speech mentioned above agree with the " Collectif generaV itself, and 
not with the following Substantive. (See examples in the Lesson.) 

leS 



290 



SECOND COURSE. 



FORTY-NINTH LESSON OF THE SECOND COURSE. 

AGREEMENT (CONCORDANCE) OF THE DIFFERENT TENSES. 



( whilst you speak, or 
I RECKON •< are speaking. 

( when you have spoken. 

I WAS C when you were speaking. 
LISTEN- -< when you spoke [did 

ING ( speak]. 



J when you cried. 
- 



[ when you had cried. 

what are you roaming around 

this slaughter-house for ? 
I am pricing fresh meat 

'' whilst you were dining. 
I have J from the moment you 

studied I ordered I SHOULD. 

after you [have] had 
eaten. 

I have entered many times while 

YOU WERE SPEAKING. 



'when you were en- 
tering. 

when you entered. 

when you had entered. 

when you had entered. 

before you had come 
IN yet. 



they had 

SPOKEN. 



as soon as the speeches were done, 
after they had done them. 

whoever knocks at the door, I 
[will] slam it in his face. 

to slam the door in the face of. . . 



'if you DESIRE it. 
if you HAVE DONE your 

sewing, 
when you please. 



I will 

BREAKFAST 



when you have done. 



C pendant que vous par- 

je co7nptei lez. (Obs. 1.) 

( quand vous avez parlL 

i lorsque vous parliez. 
fecoutais < quand vous parldtes, 

I ., / • i quand vous cridtes. 
\j PP I quand vous eutes crie, 

qu'avez-vous a roder autour de cet 

abattoir ? 
je suis a marchander de la viande 

fraiche. 

pendant que vous di- 

niez, 
du moment que vous 

me Vavez ordonne. 
apres que vous avez eu 

mange. 

je suis entre plusieurs fois pendant 
que vous parliez. (Obs. 2.) 



' quand vous entriez. 

quand vous entrdtes. 
quand vous etes entre. 
quand Yowsfutes entre. 
que vous n'etiez pas en- 
core entre. 



fai etudie 



on avait 
parte 



everything included, 
everything well considered. 



des qu'on eut termine les discours. 
apres qu'on les eut termines. 

qui que ce soit qui frappe a la 
porte, je la lui ferme au nez. 

fermer la porte au nez de. . . 

si vous le desirez. 
si vous avez termine 

votre couture. 
je d^jeitnerai -l quand il vous seju- 

hlera bon. 
quand vous aurez 

termine, 

tout compt^, 

tout bien consid6r6. 



FORTY-NINTH LESSON. 



291 



I WOULD 
SWEEP 



li 



I WOULD 
HAVE EATEN 



if you ORDERED it. 
you HAD DONE, 
he CAME BACK. 

the making of a coat. 

60 many dollars for making. 

if he HAD EATEX. 
whilst YOU WOULD 
HAYE BEEN STUDYING. 

whatever I may present to him, 
he accepts it against his will. 

whatever I give to him, he accepts 
it only against his will. 

to accept against one's will. 

WHATEVER IT MAY BE . . . 



•1 



liS< i: 



si vous Vordonniez, 
je balaierais ^ si tu avais terminL 
( s'il itait ventre. 

la fa^on d'un habit, 
tant de dollars de fa9on. 

( s'il avait mange, 
faurais mange \ pendant que vous 
( auriez etudie. 

quoi que ce soit que je lui pre- 
sente, il I'accepte a contre-coeur. 

quelque chose que ce soit que je 
lui donne, il ne I'accepte qu'a 
contre-coeur. 

accepter a contre-coeur. 

QUELQUE CHOSE QUE CE SOIT QUE . . . 



FORTY-NINTH EXERCISE OF THE SECOND COURSE. 

1. As soon as we had done our supper, we began dancing. — ^Who 
played on the piano ? — Our teacher. 2. Somebody is knocking at 
our door. — It is a poor woman. — Give her this shilling. 3. Why 
is it that the making of this coat costs so much, whilst that of the 
other one does not cost half that price ? 4. Does she dress after 
the French or American fashion ? — She dresses after all fashions, 
Engfish, French, American, etc. 



OBSERVATIONS. 

1. Examples of the inter-relationship of the Tenses as connected by 
Conjun^jllons of a kind to require different forms before and after them, in 
the construction of a Compound Sentence, were given pretty fully in the 
First Course. What is contained here is, therefore, repetition and enlarge- 
ment. After all, the subject is illustrated rather than exhausted, since 
possible relations of this sort exist in many ways not here exhibited. The 
connections, by means of Que^ are very numerous, and occur throughout 
the Lessons. 

2. We come here finally to that use of the Perfect Tense, (or, as it is 
called in French, the Preterit Indefinij) in which its meaning is the same in 
both Languages ; that is, we translate J^ai etudie, Je suis entre, by I have 
STUDIED, and I have entered, instead of by the seemingly strange mode, 
I STUDIED, or Did study, I entered, or Dro enter, to which we have 
taken so much pains to accustom the Learner. This Tense-Form is used 
for both of these English meanings, and the Learner, being supposed to be 



292 



SECOND COURSE. 



already acquainted with the strange and unexpected rendering, the one he 
would naturally anticipate may now be admitted along with it, without 
further explanation. 

This Tense-Form, badly called, in French, the Preterit Indefinite, has, 
therefore, two Senses, in one of which it is Definite, precisely the same as 
the other Form called the Preterit Definite, jmudiai, J'^entrai. It is in 
the other, or so called Indefinite Sense, that it is a real translation of the 
English Perfect. 

, This subject will be still further illustrated in the subsequent Treatise 
on the Tenses. 



FIFTIETH LESSON OF THE SECOND COURSE. 

CONCOEDANCE, ETC. 



I require \ 

I shall require ( that you should 
when I shall f speak. 
have required ) 

do they require that I should 
bring back the children after 
school is over ? 

for fear of mistaking, 
for fear of going astray. 

FOR FEAR OF. . . 

I require 

I shall require that you 

I have required S- should have 
■when I shall spoken. 

have required J 

help the poor for God's sake. 

for my sake, his sake, etc. 

you are wrong in requiring [in 
that you require] that he should 
have done his work before com- 
mencing it. 



I was requiring 
I required 

I Bhall require .^n^^ou should 
I have required > 
I had required ®^^^^^* 

I should have 
required 



jexige ^ 
j'exigerai I 

quand j 'aural i 



que vous parhe^. 



exige-t-on que je ram^ne les en- 
fants apres I'ecole? 

de peur de se tromper. 
de crainte de s'egarer. 

de crainte de^ de peur de. . 



que tu aies parle. 



jexige 
j'exigerai 
j'ai exige 
quand j'aurai 
exige 



soulagez les pauvres pour I'amour 
de Dieu. 

pour I'amour de moi, de lui, etc. 

vous avez tort en ce que vous exi- 
gez qu'il ait termine son ou- 
vrage avant meme de I'avoir 
commence. 

EN ce que. . . 

j'exigeais 

j'exigeai 

j'exiiiCerai , 

■ 'ai exig6 I ?"^ """' ^'"■'«*" 

j avais exige 

j'aurais exig6 



FIFTIETH LESSON. 



293 



THAT HE SHOULD 
HAYE RETURN- 
ED. 

THAT HE SHOULD 
HAYE SPOKEN. 



it is sad to . . . 

it is prudent to . . . 

it is just to . . . 

it is necessary to walk, to work, 
and to eat. 

it is necessary to . . . 

I was requiring 

I had required 

I required 

wlien I had re- 
quired 

I should require 

I should haYe 
required 

I haYe required 

the funeral of this illustrious 
bishop has been celebrated 
with a great deal of pomp and 
solemnity. 

this stone was raised from the 
box 

is not this canal dug from the 
rock? 

would this Yeal haYe 
bought at the market ? 

celebrated with. . . 

interred in. . . 

leaned against. . . 

bought at the . . . 

dug from . . . 

raised from, taken off. . . 

IcYelled by the means of. . . 
placed in the middle of. . . 

hoisted by dint of. . . 



been 



il est facheux de. . . (bef. Inf.) 

il est prudent de. . . (bef. Inf.) 

il est juste de. . . (bef. Inf.) 

il est necessaire de marcher, de 
travailler, et de manger. 

il est necessaire de. . . (bef. Inf.) 

j'exigeais 
j'aYais esdge 
j'exigeai 
quand j'eus exige 



qv!il fut entre. 



j exigerais 
j'aurais exige 



quHl eut parlL 



J ai exige 

les funerailles de cet illustre eYe- 
que ont ete celebrees aYcc beau- 
coup de pompe et de solemnite. 

cette pierre a ete leYee de dessua 
la boite. 

ce canal n'est-il pas creuse a meme 
le roc? 

ce veau aurait-il ete achete au 
marche ? 

celebre aYec ... 

enterre dans. . . 

appuye contre . . . 

achete au, a la . . . 

creuse a meme . . . 

IcYe de dessus. .. 

niYcle au moyen de . . . 
place au milieu de . . . 

hisse a force de . . . 



FIFTIETH EXERCISE OF THE SECOND COURSE. 

1. Don't let this boy count those sums of money, for fear he may 
not count them well. — Very well, I will count them myself. 2. Do 
these honest folks go to church every Sunday ? — They go [the] 
morning, [the] afternoon, and [the] evening. 3. It is sad to dream of 
one's friends and relatives when you are far from them in a foreign 
country. — It is sad to dream of'them. 4. Has this calf been bought? 



294 



SECOND COURSE. 



FIFTY-FIRST LESSON OF THE SECOND COURSE. 



IT IS THOUGHT 

that... 



CONCORDANCE, ETC. 




he ARRIVES to-night. 

he WILL ARRIVE to- 




' il arrive ce soir. 
il arrivera demain 


morrow. 

he ARRIVED. 

he WOULD ARRIVE 

if... 


on pense 
qu'... ' 


il arriva. 

il arriverait si... 



do these young women express 
themselves better in English 
than in Spanish 'i 

did the banker order that all the 
bank-notes should be brought 
to him? 

has he ordered it? — I do not 
know. 

to order, to give the order. 

to rub one's eyes. 

the adjective agrees with the noun 
in gender and number. 



you HAVE ARRIVED 

this morning. 

you HAD ARRIVED 

yesterday. 

you WILL HAVE AR- 
RIVED if. . . 

you WOULD HAVE 
ARRIVED if. . . 



IT IS THOUGHT 

that. . . 



how old are you, my little one ? 
I am eight years and a half old, 
sir. 

how old is your sister ? 

which one ? for I have two sisters ; 
the oldest or the younger one ? 

how old is the oldest? 

she is almost twenty years old. 

and the younger ? 

she is nearly sixteen years old. 

my brother Hon ore is not quite 
thirteen ^^ears old. 

is not your cousin more than six- 
teen years and a few montlis 
old? 



ces jeunes femmes s'expriment- 
elles mieux en anglais qu'en es- 
pagnol ? 

le ban qui er a-t-il donne ordre 
qu'on lui apporte tons les billets 
de banque ? 

en a-t-il donne Tordre? — Je I'i- 
gnore. 

donner ordre ; donner Tordre. 

se frotter les yeux. 

I'adjectif s'accorde avec le nom. en 
genre et en nombre. 



on pense 
que. . 



vous etes arrive ce ma- 
tin, 
vous etiez arrive hier. 

vous serez arrive si . . . 

vous seriez arrive si. . 



quel ^ge avez-voas, mon petit? 
j'ai huit ans et demi, monsieur. 

quel age a votre sceur? 

laquelle? car j'ai deux soeurs; 
I'ainee ou la cadette ? 

quel ago Tainee a-t-elle ? 
elle a presque vingt ans. 

et la cadette? 

elle a pres de seize ans. 

mon fri^re Honore n'a pas tout-d- 
fait treize ans. 

votre cousine n'a-t-elle pas plus de 
seize ans et quelques mois ? 



FIFTY-FIRST LESSON. 



295 



I think that, far from being six- 
teen years old, she is not four- 
teen yet. 

I presume she is less than fifteen 
years old. 

be happy; that is all the evil I 
wish you. 

be always merry; be so. 

be at your house at such an hour. 
be there early, do not fail. 

take care of your health. 

to take care of. . . 

we are very glad to reach the end 

of the second course, 
we are also [it], I can assure you. 

to reach . . , 

the end crowns the work, accord- 
ing to the Latin proverb. 



je pense que, loin d*avoir seize ans, 
elle n'en a pas encore quatorze. 

je presume qu'elle a moins de 
quinze ans. 

soyez heureuse ; c'est la tout le mal 
que je vous souhaite. 

soyez toujours gai ; soyez-le. 

soyez chez vous a telle heure. 
soyez-y de bonne heure, n*y man- 
quez pas. 

ayez soin de votre sante. 

avoir soin de, . . 

nous sommes tres contents de tou- 
cher a la fin du second cours. 

nous le sommes aussi, je vous I'as- 
sure. 

toucher a. . . 

la fin couronne I'oeuvre, selon Iq 
proverbe latin. 



FIFTY-FIRST EXERCISE OF THE SECOND COURSE. 

1. Is it true, is it possible, is it just? 2. Do not fail to be at 
your house at half-past three in the afternoon. 3. Is there any 
meat at dinner ? — There is none at dinner. 4. Are you very glad to 
be at the fifty-first exercise of the second course ? — I am extremely 
glad, for my part. 5. Is it not the last exercise of the second 
course ? — It is the last exercise. Good day. — Farewell. 



TREATISE ON THE TENSES. 



1. THEEEFOLD DIVISION OF TIME. 

Time is divided into three principal periods, with reference to each of 
which actions may be contemplated — namely, the Past, the Present, and 
the Future. 

The Present is a single definite jooint of time, while the Past and the 
Future hyq periods — of unlimited extension, — within which any given point 
of time — to be rendered definite — must be fixed by a reference to some 
contemporaneous event. This contemporaneous event or point of time may 
be expressed: Firstly, by another Verb, as, ^^I was writing when tou 
ENTERED," the phrasc, When totj enteeed, fixing the time at which Iioas 
writing ; Secondly, it may be expressed by the measurement backward or 
forward from the present, by hours, days, weeks, months, year's, etc. — terms 
used expressly for measuring time; thus, '-^ I was writing T^fo days ago; 
/ shall le writing three weeks hence," etc. ; Thirdly, it may be expressed 
by an Adverb of time, either definite, like Yesterday, To-morrow, Then, 
(referring to a time still previously mentioned,) thus, I shall he loriting to- 
morrow ; or, otherwise, indefinite — Future or Past — like Formerly, Here- 
after, etc. ; thus, I shall he writing sometime. 

In this manner, an action spoken of as Past or Future is shown to re- 
fer to some Point of time to which it holds the same relation (or may hold 
the same various relations) as an action spoken of as Present holds (or 
may hold) to The present (point of time). That is to say, the action may 
be either contemporaneous (Present) with the JPoint of time designated, or 
Future or Past with reference to it. For example, in the phrase Yesterday, 
at six o"^ clock, I was riding in the cars, the action of riding is stated to have 
been a present action at ihQ point of time mentioned in the Past period ; in 
the phrase Yesterday^ at six o'' clock, I had ridden or been riding, the action 
of riding is stated to have been a Fast action at the Fast point of tirns 
mentioned ; in the phrase, Yesterday, at six o''clock, I was about to go riding, 
the action of riding is represented as a Future action relatively to the same 
Fast point of time, etc. 

2. perfection and imperfection of the action. 
In the next i)lacc there are three principal ways in which we are in the 
habit of viewing an action occurring at any one of these given points of 
time, with reference to its stage of progress at tlmt tims ; namely, first, as 



TREATISE on THE TENSES. 29? 

progressi7ig^ unfinished^ or inuperfect at the moment contemplated, as, / 
am reading^ etc. ; secondly, as ended^ finished^ or j^erfect at the point of 
time at which it is contemplated, as, Ihaze read^ etc. And thirdly, as about 
to leg in at tJiat thne; as, lam about to read^ lam going to read^ I have to read^ 
etc. This last method, being made up by a peculiar phraseology, is not 
regarded as entering properly into the conjugation of the Verb. The 
modes of expressing it in French have not yet been presented, but will 
be so hereafter. Kejecting it for the present, there remain two stages of 
tJie action to he considered in each period of time^ namely, the Imperfect or 
still continuing action, and the Perfect^ that is, the finished, ended, or 
completed action. 

3. FUNDAMENTAL SCHEME OF TENSE-FOKMS. 

The fundamental division of the Verb is, therefore, into six Tense- 
Forms, — one for the Imperfect, and one for the Perfect condition of an ' 
action^ at each of the three principal epochs of time, the Present, the Past, 
and the Future. Accordingly, this division prevails in all Languages which 
are tolerably well developed in this respect, including the French and 
English, as shown in the table below. 

Any action which a man has done ^ finished^ or perfected^ becomes a part 
of his personal history, an attribute of him. It is his act. It belongs to 
him, and is, therefore, naturally viewed as something which he has or pos- 
sesses ; thus, after readin^g^ I can say, I have read — after eating^ I have 
eaten, etc., that is, I now possess the matter read^ eaten^ etc. 

Thus, then, in its original or primitive sense, the Tense-Form, J^ai 
parle^ I have spoken, etc., relates to the present time as the point at 
which the action in question is in a state of completion or perfection^ and 
in which it is had or possessed. In other words, this Form of the Verb is 
the Perfect of the Present, as J''avais parle^ I had spoken, is the Perfect 
of the Past, called the Pluperfect, and J' aurai parle^ I shall have spoken, 
the Perfect of the Future. Hence the three Perfect Tense-Forms are 
naturally made up, in both Languages, by the use of the Auxihary Avoir, To 
have, — for which, in French, 6^re, To be, is, in certain cases, substituted. 

These six Tense-Forms of the Verb are as follows : 

present period. 
Imperfect action, Je parle, I speak, do speak, or am speaking. 

Perfect action, J^aiparle, I have spoken. 

past period. 
Imperfect action, Jeparlais, I spoke, did speak, or was sPEAKma. 

Perfect action, J'^ avals parte, I had spoken. 

FUTURE PERIOD. 

Imperfect action, Jeparlerai, I shall speak, or be speaking. 
Perfect action, J''aurai parU, I shall have spoken. 
13^ 



298 SECOND COURSE. 

Such is the original plan of the division of the Verb into Tense-Form« 
in both the French and the English, and in most other Languages. If this 
were the whole theory of the subject, it would be quite simple and easily 
.learned. Such, however, is not the case. The two circumstances of the 
period of time within which an action falls^ and of its incompleteness or its 
completeness at the moment at which it is contemplated^ are not the only cir- 
cumstances which the Tense-Forms serve the purpose of indicating ; nor 
are the Forms above exhibited, confined strictly^ in either Language, to the 
uses above explained. Still, however, whatever deviation there is, from the 
simplicity of this plan, arises from causes which a little attention will en- 
able us clearly to comprehend. The analysis of the subject will be found 
curious and interesting, and will remove nearly all the difficulties of the 
Student, in relation to ic. 

4. TRANSITION OF THE PERFECT (pRESENT) INTO A PAST TENSE-FORM. 

In the first place, the Perfect of the Present, J^aiparU, related origin- 
ally, as has been said, to the fact of the perfected state of the action at the 
PRESENT TIME ; but, inasmuch as whatever as to its state is perfect now 
must have been done^ as an action^ in time that is now past ; and, inas- 
much as it is easy and natural for the mind to glide off from the present 
state to the past action^ this Form of the Verb has come, in both Languages, 
to be a veritable Past Tense-Form. Hence, it is spoken of simply as " The 
Perfect Tense," (suppressing the term " Present,") and is classed among 
Past Tenses. 

In the English Language, however, this Tense-Form — the Perfect — al- 
though a real Past Tense-Form, always retains acertam peculiar relation to 
the Present, which is this : it can only be used to signify such actions as 
have happened within some period or measure of time which extends up to 
the present m,oment. 

Thus we can say with propriety : "I have spoken to-day^ this week^ this 
year^ heretofoo^e^ (that is, in time prior to the present, and extending up to 
it,) etc., but we do not say as they do in French: "I have spoken yes- 
terday^ or last yeary In French, on the contrary, this Tense-Form is used 
indifferently in either case. It is amusing for us to hear a Frenchman, who 
does not understand the idiom of our Language, say, / have bought a new 
hat yesterday^ but this method of expression will serve to instruct us liow 
to use the Perfect Tense-Form in his Language. In that Language, this Form 
of the Verb has so far " cut its connection" with tlw Present Period, 
that it frequently goes over entirely to the Pjist Time. Thus, it is perfectly 
good French to say: J'^ai achete un nouvcan chapeau iiieii, and as wo use 
the Form I bought, (the Imperfect Past,) in such a case, it follows that 
J''ai parle^ fai achete, is translated in two Avays into English, namely, by 
I HAVE SPOKEN, I HAVE BOUGHT, if the period in ichich the actio?i occurred is 
one extendi/ng up to the Present, and by I spoke, I bought, if it is a pei'iod 
9e2M?'ai6d entirely from the Present ; and consequently, that I spoke, I bought, 



TREATISE ON THE TENSES. 299 

etc., may be translated, and often are translated into French, by J''ai 

5. COMPLICATION OF THE SIMPLE SCHEME, 

It is still to be observed, however, that the Perfect Tense-Form, J^ai 
acheUj can not be used indiscriminately, even in French, for every species 
of Past action. There is also the regular Form for the Imperfect of the 
Past, Jepai'lais, J''achetcds^ which should properly correspond to the Eng- 
lish, I SPOKE, I BoroHT; and, finally, there is, in French, still another Past 
Tense-Form, additional entirely to the six above exhibited ; namely, Je 
parlai^ J^achetai^ etc., meaning, I spoke, I bought, etc. The uses of all 
these have to be understood. 

On the other hand, there is, in English, a repeated Form of every one of 
these six Tense-Forms, namely, I am speakls'g, instead of I speak, / was 
speaking^ instead of / spolce^ and so on throughout, making twelve Forms 
against the six Fundamental French Forms. These causes of deviation 
from the simplicity of the plan, as first exhibited, require some additional 
explanations. 

In the first place, these extra Tense-Forms of the English constitute 
what we have denominated the Actualizing, or, we might say, the Contin- 
native Tense-Forms of our Language. Their function is to denote an ac- 
tion as in the very act of progressing, or as continuing to progress at the 
time it is spoken of, or during a period within which some other event hap- 
pens, as I AM BUYING, that is, lam now engaged in buying ; I was buying, 
when you entered ; while I buy, I bought, although an Imperfect Tense- 
Form, may mean, in a more general way, I buy or bought sometimes or 
Tiahitually^ without implying that I am or was actually engaged in so doing 
at the moment of speaking. 

The French Language, not having the advantage of this precision, says 
equally in the Present Time, Je parle^ for I speak and I am speaking ; 
J'^achete^ for I buy and am buying. 

6. the FRENCH IMPERFECT SUPERNUMERARY, AND ASSIGNED TO THE ACTUAL- 
IZING SENSE. 

We come now to a curious and interesting point of the solution of the 
subject. The Perfect Form, J\d parle^ having gone over wholly to the 
Past Period and being a simple Past Tense-Form, and the Imperfect Past, 
Je parlaisj being also a simple Past Tense-Form, there are in French as 
well as in English, m this Fast Period, two Forms to do the same 
service, if it were not that a want is felt for the distinction made in Eng- 
lish between the continuative view of an action and the vague or general 
view of it. In this Period, therefore, the French having an extra or spare 
Form, Jeparlais, assign it to the- Continuative SensQ, I was speaJcing, etc. 

Hence the Imperfect Tense-Form (the term Past is here usually dropped 
off also) is used to denote an action which was continuing to he performed 



300 SECOKD COURSE. 

at a Past time, during a period in which some other action took place / thus, 
Je paelais hrsQue vous etes entre, I was speaking wh^n you entered. 

7. THE FRENCH IMPERFECT ASSIGNED TO HABITUAL AND RECURRING ACTION, 

The use of the French Imperfect is also extended to actions habitually 
repeated, which we express, in English, by the simple Past Imperfect, I 
SPOKE, or by the phrase, I used to speak, etc. In this respect, its scope is 
broader than that of the English Actualizing Form, and the two Languages 
agree at this point, the Imperfect of the one corresponding to the Imperfect 
of the other. 

8. preterit DEFINITE. 

Finally, there is still the other supernumerary Past Tense-Form in 
French, called by them the Preterit Definite, or Definite Past Tense, Jeparlaij 
I SPOKE ; Tachetai^ I bought. The existence of this Form is not derived, 
like the others, from the philosophy of the Division of Time, but is purely 
accidental. It happens to be in the Language merely because the Latin 
— from which the development of the System of Tense-Forms^ in French, is 
derived — had, historically, different origins. From one of these, this Form 
has come in without any very absolute necessity for it. It is, fundament- 
ally, precisely the same in meaning as J''ai parle^ the Preterit Indefiuite, 
that is, a simple Past Tense, bat with this curious difference in its use ; 
exactly contrariwise to the English Perfect, which can only be used within 
a period of the Past, extending up to the Present, this French Tense-Form 
can Tvever he used within any period tvhich does extend Present, as 

To-day, This year, etc. Hence we can say^ 

J^allai HiER au theatre, ^ 

Je passai tout Pete dernier a la campagne, 
or W3 may equally well say, instead : 

J^ai ete hier au theatre. 

J''ai passe tout Pete dernier a la campagne. 
And, finally, unless som^ specific or definite period entirelij past is named 
or referred to, we must use the latter Form, because, when the meaning is 
simply, during all Past time, or at an Indefinite ti?n^ during that entire 
period, the large period so referred to is one which extends up to the pre- 
sent ; and then the Preterit Definite, Jepai-lm, etc., is not tokrated. In this 
last case, as J'' ai passe plusieurs mms a Paris, meaning I have done so he- 
fore now, or up to the Present time, the idiom of the two Languages again 
agrees, the Perfect (called Preterit Indefinite in French) being used in both ; 
and so generally, when a period is named which extends up to or in- 
cludes the Present, as J^ai dine aujourd'hui, / Jiave dined to-day. When 
the whole Past is taken into view, however, both Languages often admit 
the Preterit Definite Form, as La liherte fut toujours Vohjet de mes desirSj 
Liberty was always the object of my desires. 



TREATISE ON THE TENSES. SOI 

The Preterit Definite, J^achetaij etc., corresponds generally, therefore, 
to the English Imperfect, I bought, etc., both referring to time entirely 
Past ; and the French often admitting the form J''ai a-chete to be used in- 
stead, which the English does not. There is, in addition, however, this 
difference, I bought, etc., may be said of any time entirely past, no matter 
how short a time ago ; thns, I bought a hat, or I was sick tivo minutes ago ; 
in French this Tense-Form is never used in this close proximity with the 
present moment ; never, unless the entire day^ or uoeeJc^ or month^ or even 
centur?/ referrad to, is completely past or ended ; otherwise, J^ai acTiete^ etc., 
must be said; thus, J^ai achete un chateau il y a deux mi?yutes ; J^ai ete 
rnalade; not J'aclietai^ Je fus. So exact is the French on tlis point, that 
the Preterit Definite can not be used in speaking of last nighty unless last 
night before twelve o'clock is specified as Mer au soir, or when the hour 
is mentioned, and is one prior to midnight. 

It is not necessary that the Past period of time be actually mentioned to 
authorize the Imperfect (English), or Preterit Definite (French). The ac- 
cessory words or circumstances may fix it sufficiently. 

The Form J"'ai achete, etc., is more familiar and conversational, and 
abounds for all narratives of Past events in ordinary speech. J^achetai, etc.^ 
is more stately or grand, and occurs within the limits assigned to it, in 
writings, like history, and in oratory and poetry. The common people are 
almost destitute of its use. 

9. ACTUALIZING FOHifS. 

The Fre feet, J''achetau, etc., being supernumerary among the 

Past Tense-Forms, is, as we have seen, devoted to the Actualizing Sense, 
equivalent to I was butixg, or to repeated or habitual actions ; but in the 
Present and Future, there being no such extra Form, there is in French 
no Actualizing Form ; so that J^achete means either I buy or I am buying, 
etc. If it becomes necessary to denote more precisely that an action is ac- 
tvally ^progressing, the French use a special locution, and say, Je suis a 
aclieter, I am engaged at buying ; Je se'rai a acheter, I shall be at buying, 
etc., which may be also used in the Past Time with the Imperfect, thus : 
J'' etuis a acheter, I was at buying, etc. 

The Imperfect is used in French, not only when the Actualizing Form 
is t;sed in English, but when even, from the sense, it miglit he used ; whether 
we, in fact, say, I bought, I was buying, or I used to but, etc., or not, 
when a continuous state of being or natural disposition is spoken of; or when 
there is a repetition or recurrency of an action in the Past time ; and finally, 
along with the Conditional after Si, as shown in the Lessons. 

10. PARALLEL USE OF THE THREE FORMS OF THE SIMPLE PAST TENSE. 

The three Past Tense-Forms in question, in French, the Imperfect, the 
Preterit, and the Perfect, may frequently be used with reference to the 
same fact, merely giving each their own shade of thought. Xetais rnalade 



302 SECOND COURSE. 

hie7', represents a continuous state, and you seem to see me languishing ; 
Jg fus malade refers to it as a single fact, with no more reference to its con- 
tinuance than if it occurred and ended in a single moment ; J^ai eU ma- 
lade is less definite as to whether the continuance or the mere happening 
of the event is meant, 

11. PLUPEKFECT AND PKETEPvIT ANTERIOR. 

Of the other Compound Tense-Forms, (besides the Perfect or Preterit 
Indefinite,) that of the Past Period, formed with the Imperfect of the Aux- 
iliary Verb, J''avais achete^ I had bought, J''etais entre^ I had entered, is 
called Pluperfect {Plus- que- P a? f ait) ^ and denotes an action or state which 
had been continuous up to or before a certain Past point of time. It is al- 
ways accompanied by some other circumstance, to fix the time expressed 
by another Verb, thus : J''avais pai^U quand il est entre^ I had spoken uhen 
he entered. In French there is still another Compound Tense-Form of the 
Past Period, made with the Preterit of the Auxiliary, thus : Quand feus 
achete^ When I had bought; Quand je fus entre^ When I had entered, 
etc. This is called the Preterit Anterior. It is rendered in English by the 
same Form as the Pluperfect, but has a different shade of meaning in 
French. This Form indicates the precise point of time at which an action 
ended : J''eus yarle liier a midij implies that I finished speaking precisely at 
twelve o'clock, while J'' avals parle hier a midi only means, that sometimes 
previously to that time I had finished speaking. The Preterit Anterior is 
nearly always preceded by one of the Conjunctions, Quand^ D'es que, 
Aussitbt que^ etc., and is one of the extra or supernumerary Tense-Forms 
of the Language. There is still another Form, which very rarely occurs, 
c>alled the second Preterit Anterior, J''eus eu jjarle^ I [have] had spoken. 
This is a sort of grammatical exuberance like I have got, in English, for 
I HAVE, and requires no particular attention. 

12. FUTURE AND CONDITIONAL. 

The Perfect of the Future (called the Future Anterior), J^aurai acliete^ 
etc., does not differ materially from the same Form in English. The Con- 
ditional has been sufficiently described. 

13. TENSE-FORMS OF THE SUBJUNCTIVE MODE. 

The Subjunctive Teases have a certain correspondence to the Tenses of 
the Indicative Mode on which they depend. The Present of the Subjunc- 
tive, Que fachete^ and its Compound, Que faie achete, generally follow the 
Present and Future of the Indicative and the Imperfect of the Subjunc- 
tive ; Que fachetasse^ and its Compound, Que feusse achete^ follow the Past 
Tenses of the Indicative. This is illustrated in the last Lesson of the First 
Course, and more fully shown in the following table. 

li. SPECIALTIES. 

One Tense is often used for another, in French, as happens alsoinEng 
Ush, but not always in the same way in the two Languages. 



TREATISE ON THE TENSES. 803 

TliG Frencli employ the Present Tense-Form in relating past events, 
much more freely than we do in English, which serves to give vividness to 
the recital, as if the event were passing before the eyes of the speaker ; 
thus, in relating something that happened years ago, they might say : 
Des quHl aiTive^ nous nous en, allons^ The moment he arrives^ we go 
AWAY, etc. 

After Si^ If, the French use the Present for the Future as we do ; thus, 

I SH.\XL GO TO Boston if I [shall] desire to, JHrai a, Boston si je le desire^ 
(not desirerai) ; but with Lorsque^ Aussitot que^ and the other Adverbs of 
Time, they employ the Future, which we ordinarily do not ; thus, I shall 
GO to Boston when you [shall] retcen, JHrai h Boston quand wus serez 
de retour. 

In the same manner, we, in English, say : When you have written, As 
soon as you have written, etc., meaning When you shall have written, 
etc., and when the French use the latter Form. This English idiom is 
curious, since the Perfect Tense-Form, — usually, in practice, a Past Tense- 
Form, — first goes back to, or retains its primitive signification as a mem- 
ber of the Present Period ; and then goes over to the Future, in those cir- 
cumstances in which the Present lends itself to the Future. 

If the Perfect is used in English to express a repeated action, extending 
past the Present, backward and forward, the idiom is the same in French ; 
thus, When we have dined, we study, Quand nous avons dine^ nous 
etudions. 

We quote, from a recent French author, the following well-considered 
stattjment of an important difference of idiom between the two Languages, 
in the use of the Present and Perfect Tense-Forms : 

" There are eases in which the English make use of the Perfect Form in 
speaking of a state which is not past, or which is still lasting ; as, for 
instance : JSe has been dead ten years. We can not use that Tense in this 
case ; for if we translate the sentence word for word, II a ite raort dix ans^ 
it means that the person spoken of is no longer dead, or that he is living 
again. The French idiom requires the Verb to be used in the Present 
Tense, because the destruction of that man's life, or the separation of his 
soul from his body, produced by death, still exists. Indeed, after the 
resurrection of the dead, promised by the Scriptures, if the French Lan- 
guage was still spoken as it is now, it would be proper to say : II a ete mort 
'pendant dix, cent, mille ans, etc., according to the time he will have re- 
mained dead, because that destruction or separation will no longer exist ; 
but, until that time, we say : II est mort ; and to render the whole sentence : 

II est mo?'t depuis dix a?is, word for word, He is dead since ten yemis : or, 
II y a dix ans qu'il est raort, It is ten years that he is dead, or since he 
died. 

''And likewise, when they say in English, in speaking of something 
still existing, He has been sick tliese two weeks ; You have been thi^ee years un 
this country ; She has tww been two months in France; The American Re- 



804 SECOND COUESE. 

public HAS EXISTED obove sixty years^ and the like, we still use the Pf^ 
sent Tense, and say : II est malade depuis deux semaines j 11 y a trois 
aiis que vous etes dans ce pays ; II y a maintenant deux mois qiCelle est en 
Finance ; La rep\Mique americaine existe depuis plus de soixante aiis. But 
if nothing remains of the sickness, and when you are no longer in the 
country or place, if her stay in France is ended, and should the republic 
exist no more, then that Preterit^ or one of the other Past Tenses, must be 
used. 

*^Let us take a few more examples : 

'"''lie HAS eeex my friend ; She has been my wife for twenty years; I 
have been a mercliant^ a minister^ a lawyer^ for so rnany years / She has now 
BEEN a widow for three Wjonths ; They have been your pupils for six iveeJcs. 

" If you should say, " II a He mon ami, elle a ete ma femme pendant 
vingt ans," it would mean that he is no longer your friend, and she is no 
more your wife. Therefore the above English sentences must be rendered 
in French by the Present Tense : ^^1\ est mon ami, elle est ma femme depuis 
vingt ans ; elle est veuve depuis trois mois." But if the state or quality 
of the subject is changed, then say, a ete^ and the rest. 

" If we say. She was married^ two years ago^ as we are here alluding to an 
action, or a fact that took place, -or was accomplished at a specified time, 
we may also use the Preterit Definite, as in English, and say, "Elle/d*^ 
mariee il y a deux ans ;" but the Preterit Indefinite may also be used to ex- 
press the same fact : " Elle a ete ^nariee il y a deux ans." Bat if one says. She 
has teen m^ai'ried two years^ or for two years, here he does not merely allude 
to the accomplishment or ceremony of her marriage, he is speaking of the 
state of her being married, in which state she is now living, and conse- 
quently wo must use the French Verb in the Present Tense : EUe est 
mariee depuis deux ans, 

*' And let us further remark, after the principle established in this last 
paragraph, that, although custom does not permit us to say, II a ete mort 
dix ans^ He has been bead ten years, we may say, II a ete tue a telle epo- 
que, He has been killed at such a time, or, in better English, He was hilled, 
while it is equally good to say in French, Ilfut tue. Bat there is a great dif- 
ference ; by using the Past Participle Tue, Killed, from the Verb Tuer, To 
KILL, we are relating a fact, or the action that deprived that individual of 
life, as we have just seen with regard to the Past Participle Mari^, Mar- 
ried, of the Verb Marier, To m^vrry ; for the Past Participle of every Tran- 
sitive Verb always implies the idea of an action, either done or suffered by 
the Subject; as, He has killed, II a tue, or He is killed, or Has been 
killed, II est tue or a ete tue. Whilst the Verb Hre, To be, or its Past Par- 
ticiple He, Been, implies or expresses no action at all, it only serves to in- 
dicate the state, nature, or situation of the subject, which state is modified 
or fully determined by the words which follow that Verb, such as Mort, 
Dead, Malade, Sick, Jleureux, Happy, Mauvais, Bad, En France, In France, 
En ce pays, In this country, which words express no more action than 



TREATISE ON THE TENSES. 805 

the Verb etre^ To be. Therefore, when the state of the subject continues 
to be the same, we use the Verb in the Present Tense as shown in the ex- 
amples above." 

15. RESUME. 

It follows from what has been said, that the three couples of French 
Tense-Forms, 1. Je ;parle^ J^ai parle ; 2. Je ])arlais^ J'- avals 'parU ; and 3. 
Je parlerai^ J^aurai parU, constitute the simple or fundamental basis of 
the scheme of Tense-Forms of the Language ; and that another set of 
Forms, including Je parlai^ J\us parU {J^eus eu parle)^ and the Subjunc- 
tive Past Tense-Forms, Que jeparlasse and Quefeusseparle^ have been in- 
terpolated into the scheme, disturbing and complicating it, at the same time 
that they have enriched the Language with the means of making nicer 
distinctions. 

The following table will exhibit the parallelism of the Tense-Forms in 
the two Languages as explained above. 



PKESENT PERIOD. 
(I am speaking, Je suis a parler.) 

PAST PERIOD, 

I HAVE SPOKElSr, \ ri - t 

I HAVE BEEN SPEAKINO, \ -'^^JP^^le. 

(I have been speaking, J''ai eU a parler.) 

r 1. J^ai parte, 

\ 2. Jeparlai^ (if the dav, month, etc., is entirely past, and the 
I SPOKE, -l fact is mentioned as a mere event without reference to 

j any period of continuance.) 

I 8. Jeparlais^ (if it were continuous or repeated, or used to he.) 

I WAS SPEAKING, Je parlais. 

(I was speaking, Jetais a parler.) 

IF I SPOKE, I ^. . 

IE I WAS or WERE SPEAKING, j ^^ jeparuiis. 

(If I was or were speaking, Sifetais a parler.) 

C 1. J'' avals parte. 

I HAD SPOKEN, J 2. J'' eus parle^ (generally along with Quand^ Des 

I HAD BEEN SPEAKING \ ^'^^' ^^^^^^^'^^ Q^^y etc, and referring to a 

' I single action which had just ended, at the 

V point of time referred to.) 

(I had been speaking, J'avais tie, a parler, qiiand feus etc a parler.) 



306 SECOND COURSE. 

FUTUKE PEEIOD. 

I SHALL SPEAK, ) JeparUmL 

I SHALL BE SPEAKINa, j "" ±>^i vt^i u.o, 

(I shall be speaking, Je serai a parler*) 

I SHALL HAVE SPOKEN, ) j,^^^^- j^_ 

I SHALL HAVE BEEN SPEAKING, \ -^ 

(I shall have been speaking, J^aurai eU a parler.) 
CONDITIONAL. 

I SHOULD SPEAK, ) j-^^,.^^^^^. 

I SHOULD BE SPEAKING, ) *" -^ 

(I should be speaking, Je serais d parler.) 

I SHOULD HAVE SPOKEN, j. J^^^^^^, l^^ 

I SHOULD HAVE BEEN SPEAKING, ) F * 

(I should have been speaking, J''aurais eU a parler.) 

SUBJUNCTIVE MODE. 

1. After a Verb in the Present or Future Period of the Indicative, or 
after the Imperative. 

THAT I SPEAK, MAY SPEAK, SHOULD SPEAK ) ^ . ^ 
THAT I BE SPEAKING, MAY BE SPEAKING, etC. ) >^ c.y ^ t/o. 

(That I be speaking, may be speaking, etc., Que je sois d parler.) 

THAT I HAVE SPOKEN, MAY HAVE SPOKEN, CtC. ) 

THAT I HAVE BEEN SPEAKING, MAY HAVE BEEN >• Qmfaie parlc, 
SPEAKING, etc. ) 

(That I have been speaking, may have been speaking, etc., Quefaie He d parler.) 

2. After a Verb in the Past Period of the Indicative, or after the Con- 
ditional. 

THAT I SPOKE, MIGHT SPEAK, SHOULD SPEAK, ) Que je parloSSC. 

THAT I WERE SPEAKING, SHOULD HAVE BEEN SPEAKING, j '* '^ -^ 

(That I were speaking, should have been speaking. Que je fusse a parler.) 

THAT I HAD SPOKEN, MIGHT, SHOULD HAVE SPOKEN, ) nueP&tlS^iAnarlJ 

THAT I SHOULD HAVE BEEN, MIGHT HAVE BEEN SPEAKING, j ** «/ pm^oo^w/ t/c. 

(Tbat I should have been, might have been speaking, Que j''ei^se He d parler.) 



THIRD COURSE. 



FIRST LESSON OF THE THIRD COURSE. 
SECOND coNjuaATioN IN . . . ir. — VERBS IN . . . ailUr, 



TO ASSAULT, TO ASSAIL. 



I shall assail, 
thou wilt assail, 
he will assail, 
we shall assail, 
you will assail, 
they will assaiL 



I should assail, 
thou wouldst assail, 
he would assail, 
we should assail, 
you would assail, 
they would assail. 



I ASSAIL. 

thou assailest. 
he assails, 
we assail, 
you assail, 
they assail. 



I assailed, 
thou assailedst. 
he assailed, 
we assailed, 
you assailed, 
they assailed. 



I ASSAILLIR. 
rUTUEE. 

j'assaillirai. 
tu assailliras. 
il assaillira. 
nous assaillirons. 
vous assaillirez. 
ils assailliront. 

CONDITIONAL. 

j'assaillirais. 
tu assaillirais. 
il assaillirait. 
nous assailliriona. 
vous assailliriez. 
ils assailliraient. 

PARTICIPLE PRESENT. 

I assaillant. 

INDICATIVE PRESENT. 



tu assailles. 
il assaille. 
nous assaillons. 
vous assaillez. 
ils assaillent. 



XMPERFECT. 

j'assaillais. 
tu assaillais. 
il assaillait. 
nous assaillions. 
vous assailliez. 
ils assaillaient. 



808 



THIRD COURSE. 



SUBJUNCTIVE PKESENT. 



that I may [should] assail, 
that thou ma3^est assail, 
that he may assail, 
that we may assail, 
that you may assail, 
that they may assail. 



assail. 

let him assail. 

let us assail. 

assail. 

let them assail. 



que j'assaille. 
que tu assailles. 
qu'il assaille. 
que nous assaillions. 
que vous assailliez. 
qu'ils assaillent. 



IMPEEATIVE. 

assaille. 
qu'il assaille. 
assaillons. 
assaillez. 
qu'ils assaillent. 



PARTICIPLE PAST. 



assailUf assaillis, assaillie, assail* 
lies. 



I assailed, 
thou assailedst. 
he assailed, 
we assailed, 
you assailed, 
they assailed. 



PRETERIT DEFINITE, 

j 'assaillis. 
tu assaillis. 
il assaillit. 
nous assaillimes. 
vous assaillites. 
. ils assaillirent. 

IMPERFECT SUBJUNCTIVE. 



that I might [should] assail, 
that thou mightest assail, 
that he might assail, 
that we might assail, 
that you might assail, 
that they might assail. 



que j'assaillisse. 
que tu assaillisses. 
qu'il assaillit. 
que nous assaillissions. 
que vous assaillissiez. 
qu'ils assaillissent. 



(Obs. 1.) 



COMPOUND TENSES. 



— The compound tenses of this verb 
arc conjugated with the auxiliary' 
avoir, to have. 

we were assailed, in the midst of 
the wood, by a band of villains 
armed to the teeth. 

assault. 

armed to the teeth. 
— Conjugate in the same manner : 
TO start, to leap for. 
the child leaps for joy ; why, look 
at him. 



— Les temps composes de ce verbe 
se conjuguent avec I'auxiHairo avoir. 

nous fumes assaillis, au milieu du 
bois, par une bande de scelerats 
armes jusqu'aux dents. 

assaut. 

arme jusqu'aux dents. 

— Conjugucz do meme : 

TRESSAILLIIU 

Ten fan t tressaillit de joie ; regar- 
dez-le done. (Obs. 2.) 



FIRST LESSON. 



809 



— The verb tressaillir is conjugated 
exactly like the verb assaiUi?'y the 
whole conjugation of which we have 
given above. 

TO JUT OUT. 
JUTTING OUT. 
JUTTED OUT. 

— The verb saillir is defective, that 
is to say, it is not used in all the 
tenses and in all the persons. It is 
employed only in the third persons 
of the singular and plural. 

that cornice juts out too much, 
jutting out, striking. 



— Le verbe tressaillir se conjugue 
absolument comme le verbe assaiUir, 
dont nous avons donne plus haut la 
conjugaison en entier. 

SAILLIR. 

saillant. 



— Le verbe saillir est defectif, c'est a 
dire qu'il ne s'emploie pas dans tons 
les temps ct a toutes les personnes. 
II ne s'emploie qu'aux troisiemes 
personnes du singulier et du pluriel. 

cette corniche saille trop. (Obs. 3.) 
saillant, saillante. 



TO BE BANKRUPT, TO F^VIL, TO CO]VIE 
NEAR TO, (jUST FAIL OR MISS OF.) 

FAILING. 

FAILED. 

I failed. 

I have failed. 

— This verb is little used except in 
the present of the infinitive, in the 
participle, present and past, in the 
■ preterit definite, and in the com- 
pound tenses. It is conjugated with 
avoir in the tenses requiring the 
auxiliary. 

I failed in my plan. 

he came near drowning himself 
whilst crossing the river. 

has this merchant become a bank- 
rupt already ? 

he has already failed more than 
once, if I recollect right. 



faillant 

failli. 

je faillis, etc. 

j'ai failli, etc. 

— Ce verbe n'est guere usite qu'au 
present de I'infinitif, aux participes 
present et passe, au preterit defini, 
et aux temps composes. 11 se con- 
jugue avec avoir dans les temps qui 
exigent I'auxiliaire. 

j'ai failli dans mon projet. 

il a failli se noyer en traversant 
le fleuve. 

ce negociant a-t-il deja failli ? 

il a deja failli plus d'une fois, si je 
me le rappelle bien. (Obs. 3.) 



FIRST EXERCISE OF THE THIRD COURSE. 

1. This merchant has been a bankrupt three times already. — Is 
that true ? — It is too true. 2. This wall juts out very much. — Do 
you find that it juts out too much? — I do [yes]. 3. I stopped to 
look at this hotel. — How did you like it? 4. What is a defective 
verb? — It is a verb which is not used in some tenses or per- 



310 THIRD COURSE. 

sons. 5. Have we had any defective verb in the first or second 
course? — No, Sir, we have not had any. 6. Were you not assailed 
by a gang of villains whilst walking last evening ? 



OBSERVATIONS. 

1. We now come to a new distinction among the Verbs, called difference 
of Conjugation. This does not imply any difference of function, but only 
in the way of varying the Forms of the Verb. All the Verbs displayed 
in the two first Courses have belonged to the First Conjugation of French 
Verbs, which is known by the termination of the Infinitive in . . . cr. This 
First Conjugation includes the great majority of the Verbs of the Language 
— sav six thousand out of seven thousand — the whole number. The re- 
maining thousand is distributed into a variety of Conjugations, generally 
classified into three, so that there are said to be four Conjugations. There 
are besides, however, in each Conjugation, some Verbs which are Irregular. 
In this and the two remaining Courses,- these remaining: modes of conju- 
gating the Verbs will be fully exhibited. 

The present Course will be occupied entirely with Verbs of the Second 
Conjugation, Eegular and Irregular, admitting alscf those of the First 
Conjugation, with which the Learner i« now well acquainted. 

The termination of the Infinitive of this new group of Verbs is in . . . w. 
The Vowel-Sound i is the characteristic termination Vowel in this Second, 
as e is in the First Conjugation. The Irregular or Variant Verbs come 
first, and are introduced in the alphabetical order of the Consonant which 
precedes the termination ,. .ir. The Course ends with the Eegular Form 
of this Conjugation, to which all Verbs in . . . ir^ not previously introduced 
and specially illustrated, belong. 

There are about three hundred and seventy-five Verbs in . . . w. The 
peculiarities are slight and will be very easily learned now that the First 
Conjugation is mastered. 

2. Alter ^ To go, is an example of an Irregular Verb of the First Conju- 
gation, because it is net conjugated according to the rules laid down for the 
Eegular Verbs of that Conjugation. It is, however, as well as the auxiliaries 
avoir and Ure^ far more Irregular than the numerous Irregular Verbs here- 
after to be exhibited. 

3. The word Defective means that which is imperfect, incomplete. The 
Defective Verbs are those which are not employed either in all their Tenses 
or in all their Persons. Saillir^ which is used only in the Third Persons, 
and in a few Tenses, and Faillir^ only used in some Tenses, are Defective 
Verbs. 

Many of the Observations, henceforward, will be given in French in the 
body of the Lessons, and in the place of the other notes, with the trans- 
lation opposite. 



SECOND LESSON. 



811 



SECOND LESSON OF THE THIRD 

VEKBs IN . . . euillir^ . . . mdllir, 

TO GATHER. 

I shall gather, etc. 
I should gather, etc. 

GATHERING. 

I GATHER, thou gathcTcst, he gath- 
ers, 

we gather, you gather, they 
gather. 

I was gathering, etc. 



that I should gather, etc. 
gather, etc. 

GATHERED. 

I gathered, etc. 

that I might gather, etc. 

— The compound tenses are conju- 
gated with TO HAVE. 

— Conjugate in the same manner ; 

TO GATHER. 
TO WELCOME. 

to gather flowers to make a bou- 
quet out of them. 

to gather laurels, in the figm'ative 
sense ; to win victories. 

in the proper sense, 
in the figurative sense. 

MANY PEOPLE. 
MANY PEOPLE. 

many people gather the crop be- 
fore it is ripe. 

this dry goods merchant has in- 
herited a fine estate. 

we are always received very cold- 

a jutting out, sally, flash of wit. 
a failure, bankruptcy, 
the gathering, harvest. 

gathered by. . . 



COURSE. 



je cueillerai, etc. 

je cueillerais, etc. (Obs. 1.) 

cueillant 

je cueille, tu cueilles, il cueille, 



nous cueillons, 
cueillent. 



vous cueillez, ila 



je cueillais, etc. 
que je cueille, etc. 
cueille, etc. 
cueilli, etc, 
je cueillis, etc. 
que je cueillisse, etc. 

— Les temps composes se conjuguent 
avec avoir, 

— Conjuguez de meme : 

RECUEILLIR. 
ACCIJEILLIR. 

cueillir des fleurs pour en former 

un bouquet, 
cueillir des lauriers, au figure ; 

remporter des victoires. 

au propre. 
au figure. 

BIEN DES GENS, (Obs. 2.) 

BEAUCOUP DE GENS. 

bien des gens recueillent la mois- 
Bon avant qu'elle ne soit mure. 

ce marchaud de nouveautes a re- 
cueilli une belle succession. 

on nous accueille toujours av«c 
beaucoup de froideur. 

une saillie. 
une faillite. 
la cueillette. 

cueilli par ... ' 



312 



THIRD COURSE. 



gathered by. . . 
received by, from . . . 

my friend Gideon sent me, on the 
evening of the play, a magnifi- 
cent bouquet of flowers gath- 
ered by the gardener with his 
own hand. 

start, act of starting, 
recollection, meditation, 

TO BE GATHERED. 

TO RECOLLECT ONESELF. 

the preacher reflected during a 
few minutes before beginning 
his sermon. 

PURPOSELY. 

reception, 
collection. 

dry. 

it is a Greek word, 
the Greek tongue. 
Greek. 



recueilli par. . . 
accueilli par, de. . . 

mon ami Gedeon m'a envoye, le 
soir de la representation, im 
magnifique bouquet de fleurs 
cueillies de sa propre main par 
le jardinier. 

tressaillement. 
recueillement. ' 

se cueillir, 

se recueillir. 

le predicateur se recueillit pendant 
quelques minutes avant de com- 
mencer son sermon. 



ex 

accueil. 
recueil. 

sec, seche. 

c'est un mot grec. 
la langue grecque. 
grec, grecque. 



(Obs. 3.) 



TO BOIL. 

I shall boil, etc. 
I should boil, etc. 

BOILING. 

I BOIL, thou boilest, he boils, 
we boil, you boil, they boil. 

I was boiling, etc. 

that I may [should] boil, etc. 

BOILED. 

I boiled, etc. 

that I might boil, etc. 

— All the compound tenses are con- 
jugated with the auxiliary to have. 

— This verb is used, in its proper 
sense, that is to say, with the siguiti- 
cation of to ferment, only in the 
third persons of the singular and 
plural. 

In the figurative sense, it is used 
in all the persons. 



BOUILLIR. 

je bouillirai, etc. 

je bouillirais, etc. 

houillant. 

je bous^ tu bous, il bout, 
nous bouillons, vous bouillez, ila 
bouillent. 

je bouillais, etc. 

que je bouille, etc. 

bouilli, etc. 

je bouillis, etc. 

que je bouillisse, etc. 

— Tous les temps composes se con- 
juguent avec avoir, (Obs. 4.) 

Ce vcrbe ne s'emploie, au propre, 
c'est a dire, avec la signification de 
/er?n€fiter, (ju'aux troisiemes per- 
sonnes du smgulier et du pluriel. 

Au figurd, il s'emploie a toutes les 
personncG. 



SECOND LESSON. 



313 



'white, 
frank. 

he was boiling with wrath. 

quick-lime boils when it is sprink- 
led with water. (Academy.) 

public. 

decayed, perishable. 

Turk. 

public opinion. 

did the beans boil well ? 
this ham is boiled in slices, 

to be boiled, in, by, with, 

ENTIRELY, WHOLLY. 
MORE THAN ONCE. 

TO BOIL OVER AGAIN. 

— This verb is conjugated like^om^ 
lir, TO BOIL, of which it is a com- 
pound, and is used only in the 
third persons, singular as well as 
plural. 

boiled meat, 
thick milk, pap. 
a boiler, 
the broth. 

TO OVERBOIL, TO BOIL AWAY, (to 

diminish by dint of boiling.) 

— This verb is little used except in 
the infinitive and participle past. 



blanc, blanche, 
franc, franche. 

il bouillait de colere. 

la chaux vive bout quand on Tar- 
rose d'eau. (AcADEMiE.) 

public, publique. 
caduc, caduque. 
ture, turque. 
I'opinion publique. 

les feves ont-elles bien bouilli f 
ce jambon est bouilli en tranches. 

etre bouilli, dans, en, avec . . . 

en entier, 

plus d^une fois. 

REBouiLLiR (bouillir de nouveau.) 

— Ce verbe se conjugue comme houil- 
lir dont il est un compolie, et ne 
s'emploie qu'aux troisiemes person- 
nes tant du singulier que au plu- 
riel. 

du bouilli. 
de la bouillie. 
une bouilloire. 
le bouillon. 

EBOuiLLiR, (diminuer a force de 
bouillir.) 

— ce verbe ne s'emploie guere qu'^ 
I'infinitif et au participe passe. 



SECOND EXERCISE OF THE THIRD COURSE. 

1. Is this ham very well boiled? — ^It is pretty well boiled, I 
think. 2. Is this expression good ? — It is good in the jSgurative 
sense, but it is not in the proper sense. 3. "What is the termi- 
nation of the verbs of the second conjugation? — Their termination 
is in ii\ 4. Did the employees gather the harvest before rain began 
to fall ? — They gathered it before rain began to fall. 5. Are you 
preparing a collection of the finest passages in the poets ? — I am 
preparing it, Sir. 6. Did this magistrate receive you with coldness ? 

— On the contrary, he received us very well. 7. Is the participle 
14 



SI4 THIRD COURSE, 

present always invariable ? — No, Sir, it is sometimes variable, th. 
is to say, it agrees with the noun in gender and number. 8. A • 
your parents well ? — They were well, I thank you. 



OBSEEVATIOlSrS. 

1. The rules for the formation of Tenses and Persons, given in the t'' 
preceding Courses, are equally applicable to this and other Conjugatioi 
Whenever an exception occurs, it will be mentioned. Tor instance, t 
Future is formed from the Infinite by adding aij etc., to it. The V(- 
CueiUirj and its compounds, are exceptions, and have their Future in e 
and not in irai, etc. 

From the Infinitive are formed the Future and Conditional by add: 
aij etc., aisj etc. 

From the Participle Present, the three Persons Plural of the Indicative 
Present ; the Imperfect of the Indicative, by changing ant into aisj etc. ; 
the Present Subjunctive. 

The three First Persons of the Indicative Present are always so little 
subject to rules, that we range them among the Primitive or Formative 
Tenses o'f the Verb. 

From the Participle Past, the Preterit Definite by changing i into is, is, 
it, miesj itesj irent ; and the Imperfect Subjunctive by changing i into isse, 
zsses, it, issionSy issiez, issent. 

From the Indicative and Subjunctive Present, the Imperative borrows 
all its Forms. 

The First and Second Persons Plural of the Subjunctive Present ifre the 
same as the corresponding Persons of the Imperfect Indicative. 

The Third Person Singular of the Imperfect Subjunctive is only made 
difl'erent from the corresponding Person of the Preterit Definite by a cir- 
cumflex i : U, 

2. Men takes the Article with de, making du, de la, des. 

8. The formation of the Feminine of Adjectives requires a good deal 
of attention by the Student. The difficulties offered by it are of two kinds : 
those of Orthography and those of Pronunciation. In the word Grec, the 
difference between the Masculine and the Feminine is only one of Ortho- 
graphy ; in the other Adjective, Sec, of Orthography and Pronunciation to- 
gether. 

The formation of the Feminine in Adjectives will be presented and ex- 
hausted in this Course, in tlie alphabetical order of the final letter, from o 
to X, 

4. For the future, those Verbs only which are conjugated, in their 
Compound Tenses, with etre, To be, will be noticed in this respect. All in 
which the fact is not specified, are to be conjugated with Avoir, To have. 



THIRD LESSON. 



815 



THIRD LESSON OF THE THIRD COURSE. 



VERBS IN . . . mir. 



I shall sleep. 
I should sleep. 



I SLEEP, thou sleepest, he sleeps, 
we sleep, you sleep, they sleep. 



I was sleeping, etc. 

that I [may, should] sleep. 

sleep. 

SLEPT. 

I slept. 

that I might sleep. 

ugly- 
cold. 



DOEMIR. 

je dormirai, etc. 
je dormirais, etc. 

dormant. 

je dors, tu dors, il dort, 
nous dormons, vous dormez, 
dorment. 



ils 



warm. 

do you find this woman pretty or 

ugly? 
do you like cold meat ? 
do you shave without warm water ? 

the sleep, 
the dormitory. 

I slept till daylight. 

do not disturb the child ; he slum- 
bers lightly. 

do you not find that this work- 
man is exceedingly long with 
his work ? 

what prevents you from sleeping? 

TO SLEEP AGAIN". 

general Napoleon Bonaparte, 
commander of the army in 
Italy. 

general Taylor is the twelfth pre- 
sident of the American Repub- 
lic. 



je dormais, etc. 

que je dorme, etc. 

dors, etc. 

dormi, 

je dormis, etc. 

que je dormisse, eto. 

ADJECTIVES TS , ,,d, 

laid, laide. 

froid, froide. 

chaud, chaude. (Obs. 1.) 

trouvez-vous cette femme jolie ou 

laide ? 
aimez-vous la viande froide ? 
vous rasez-vous sans eau chaude ? 



le dormir. 
le dortoir. 

j'ai dormi jusqu'au jour. 

ne derangez pas Tenfant ; il dort 
d'un leger somme. 

ne trouvez-vous pas que cet ou* 
vi'ier dort sur son ouvrage ? 

qu'est-ce qui vous empeche de dor 
mir ? 

REDORMIR. 

le general Napoleon Bonaparte, 
commandant de I'arm^e d'ltalie. 

le general Taylor est le douzi^me 
president de la republique am6- 
ricaine. (Obs. 2.) 



816 



THIRD COURSE. 



TO LULL ASLEEP. 

beer makes me sleepy and coflfee 

wakes me up. 
E have been deceived "with fair 

words. 

departure, on the departure of, 

on m}^ departure, etc. 
on the departure of my friends for 

their European tour, I wept. 

TO FALL ASLEEP. 

queen Mary Stuart, and her 
cousin queen Elizabeth. 

TO LULL TO SLEEP AGAIN, 
TO FALL ASLEEP AGAIN. 



ENDORlvnR, 

la biere m'endort et le cafe me re- 
veille, 
on m'a endormi de belles paroles. 

depart; au depart de, a mon de- 
part, etc. 

au depart de mes amies pour I'Eu- 
rope, je pleural. 

s^endormir. 

la reine Marie Stuart et sa cousine 
la reine Elizabeth. 

RENDORMIR. 

se rendormir. 



THIRD EXERCISE OF THE THIRD COURSE* 

1. How is the feminine of the adjectives in d formed? — -It is 
formed by adding e to the masculine. 2. What new verbs have 
been presented in this third lesson of the third course ? — The verb 
dormir and its compounds. 3. Do you sleep as well in summer as 
in winter ? — I do not sleep as well in summer as in winter ; far 
from it. 4. Did he fall asleep on the chair ? — He was so tired that 
he fell asleep on the chair. 



OBSEKVATIONS. 

1. Adjectives in ... ^ add an e to their Feminine, which changes their 
pronunciation. 

2. The Article is always attached, in French, to titles followed by proper 
names, while it is dropped in English. 



FOURTH LESSON OF THE THIRD COURSE. 
VERBS IN . . . enir. — Tenir, 



TO HOLD. 

I shall hold. 
I should hold. 

HOLDING. 

I HOLD, thou boldest, he holds, 
we hold, you hold, 
they hold. 



TENIR. 

je tiendrai, etc. 

je tiendrais, etc. (Obs. 1.) 

te7iant. 

jc 1 16718 f tu tiens, il tient, 
nous tenons, vous tenez, 
ils tiennent. (Obs. 1.) 



FOURTH LESSON. 



817 



I held, was holding. 

that I [should] hold, that thou 

boldest, that he hold, 
that we hold, that you hold, 
that they hold. 

hold. 



I held, thou heldest, he held, 
we held, you held, they held. 

that I might [should] hold, that 

thou mightest hold, 
that he might hold, 
that we might hold, that you 

might hold, that they might 

hold. 

— Conjugate in the same manner 
the nine compounds of tenir^ to 
hold: 



to get hold 


again, 


to hold back. 


retenir. 


to imprison, 
to obtain, 
to contain, 
to sustain. 
to maintain. 






detenir. 

obtenir. 

contenir. 

soutenir. 

maintenir. 


to abstain. 






s'abstenir. 


to hold together ; 
to belong. 


to entertain. 


entretenir. 
appartenir 



je tenais, etc. 

que je tienne, que tu tiennes, qu'il 

tienne, 
que nous tenions, que vous teniez, 
qu'ils tiennent. (Obs. 1.) 

tiens, etc. 

tenu, tenus, tenue, tenues. 

je tins, tu tins, il tint, 

nous tinmes, vous tintes, ils tinrent. 

que je tinsse, que tu tinsses, 

qu'il tint, 

que nous tinssions, que vous tins- 
siez, qu'ils tinssent. 



— Conjuguez de meme les neuf com- 
poses de tenir : 



ADJECTIVES IN . . . «, 



irreligious, impious. 

this work is reputed an irreli- 
gious book. 

hold my umbrella whilst I am 
going for your parasol. 

how much does this bottle hold ? 
— It holds a litre. 

does not your aunt keep a board- 
ing-house ? — She kept a board- 
ing-house, but she does not 
keep it any more. 

she kept a boarding-school for 
young ladies. 

this picture is held by a nail only. 

whom have you this news from ? 



impie. 

cet ouvrage passe pour un livre 
impie. (Obs. 2.) 

tenez mon parapluie pendant que 
je vais chercher votre parasol. 

combien cette bouteille tient-elle ? 
— Elle tient un litre. 

votre tante ne tient-elle pas pen- 
sion ? — Elle tenait une pension, 
mais elle ne la tient plus. 

elle a tenu une pension de demoi- 
selles. 

ce tableau ne tient qu'a un clou. 

de qui tenez-vous cette nouvelle ? 



S18 



THIRD COURSE. 



alphabetical. 

set this list of names in alpha- 
betical order. 

vague. 

the sense of this phrase is vague. 

TO RETAIN, SECURE, KEEP. 

have you secured your box at the 
opera ? — I secured it from yes- 
terday. 

quiet. 

let us alone. 

TO IMPEISON. 

he was arbitrarily imprisoned 
during ten days. 

profane. 

a collection of profane and sacred 
songs. 

TO OBTAIN. 

you have obtained this favor 
through the intercession of a 
near relative. 

TO CONTAIN. 

is not the earth vast enough to 
contain all its inhabitants ? 



TO SUSTAIN. 

to support a load, one's family, 
an expense, one's character, 
one's reputation. 

facetious, droll. 

what a merry man I ;3?^hat a queer 
fellow 1 what a funny woman ! 



alphabetique. 

disposez cette liste de noms par 
ordre alphabetique. 

vague. 

le sens de cette phrase est vague. 



avez-vous retenu votre loge a I'o- 
pera ? — Je I'ai retenue des hier. 

tranquille. 
laissez-nous tranquille. 



on I'a detenu arbitrairemerit pen- 
dant dix jours. 

profane. 

un recueil de chants sacr^s et pro- 
fanes. 



vous avez obtenu cette grace par 
I'intercession d'un proche parent. 



CONTENIR. 

la terre n'est-elle pas assez vaste 
pour contenir tons ses habi- 
tants ? 

SOUTENHU 

soutenir un poids, sa famille, une 
depense, son caractere, sa repu- 
tation. 

drole. 

quel drole d'homme! quel drole 

de corps 1 quelle drole de 

femme I 



TO MAINTAIN. 

this iron column supports the 
carpenter's work. 

TO KEEP UP, MAINTAIN. 

this journalist carries on corre- 
spondence in foreign countries. 

the streets of the city are badly 
kept. 



MAINTENIR. 



cette colonne de fer maintient la 
charpente. 



ENTRETENIR, 



ce jouriialiste entretient des cor- 
respondances a I'etraDg^r. 

les rues de la ville sont mal entre- 
tenues. 



FOURTH LESSON. 



819 



qmt, clear. 

here, here is your money, we are 
now clear, 

TO BELOXG. 

does this gold pencil belong to the 
gentleman who was here a mo- 
ment ago ? — I beg your pardon, 
Sir, it belongs to me. 

circumflex, 
circumflex accent. 

TO ABSTArN-. 

abstain from smoking in. the par- 
lor. 

large, wide, 
very wide silk. 

TO HOLD ONESELF. 

he sits always with his arms across. 

TO STOP, TO FORBEAR. 

forbear before strangers. 

TO BE OBTAINED. 

TO MODERATE ONESELF. 

TO SUPPORT ONESELF. 

the wicked support one another, 
whilst honest people isolate 
themselves. 

TO HOLD OUT. 

TO ENTERTAIN EACH OTHER, TO KEEP 
ONESELF. 

is it true that women talk about 
nothing else but trifles ? 

he hardly earns enough to keep 
himsel£ 

group. 



quitte. 

aliens, voici votre argent, nous 
sommes quittes. 

APPARTENnU 

ce crayon d'or appartient-il au 
monsieur qui etait ici il y a un 
moment ? — Pardon, monsieur, 
c'est a moi quil appartient 

circonflexe. 
accent circonflexe, 

s'abstenir, (pronominal verb.) 

abstenez-vous de fumer dans le sa- 
lon. 

large. 

de la soi« tres large. 

se tenm 

il se tient toujours les bras croises. 

se retenir. 

retenez-vous devant les etrangers. 

s'ohtenir, 

se contenir. 

se soutenir, 

les mechants se soutiennent, les 
honnetes gens s'isolent. (Boiste.) 

se maintenir, 
s^enfretenir. 

est-il vrai que les femmes ne s'en- 
tretiennent que de bagatelles ? 

a peine gagne-t-il assez pour s'en- 
tretenir 

groupe. 



FOURTH EXERCISE OF THE THIRD COURSE. 

1. Does the vci b teni7\ and its compounds, belong to a group 
entirely different from that of the Verbs in ir, which we have 
studied till now? — They form a group very different from the 
groups of Verbs in ir which we studied before. 2. Do the ex- 
amples, given in this lesson, contain all the various significations 
of tenir and its compounds ?-— No, far from it. 3. What adjectives 
were introduced in this lesson ? — The adjectives in e. 



020 



THIRD COURSE. 



OBSERVATIONS. 

1. The Future, the Third Person Plural of the Present Indicative, tha 
Present Subjunctive, the Preterit Definite, and the Imperfect Subjunctive 
of the Verbs in . . . enir are the parts irregularly formed. 

2. It has already been seen that Adjectives ending in ... e are the same 
In both Genders. 

* o • 

FIFTH LESSON OF THE THIRD COUESE. 

VEKBs IN . . . enir. — Venir. 

VENIR. 



— It is conjugated like tenir^ to hold, 
with the exception of the compound 
tenses, which are conjugated with 

€t?'e^ TO BE. 

The compounds ofDenir^ to come, 
which we shall enumerate below, 
are conjugated with etre^ to be : 

to come again. 

to become, to become of. 

to become again. 

to intervene. 

to succeed ; arrive at. 

to proceed from. 

to come unexpectedly. 

come here, please to walk in. 

how is that ? 

pumpkins are beginning to grow. 

she came to meet us. 

these words are derived from the 
Latin or from the Greek. 

shall we succeed in this project? 
in what year was Mahomet born ? 



— II se conjugue comme tenir^ a I'ex- 
ception des temps composes, qui se 
conjuguent avec etre. 

Les composes de venir, que nous, 
aliens enumerer ci-dessous, se con- 
juguent avec Ure : 

revenir. 

devenir. 

redevenir. 

intervenir, 

parvenir. 

provenir. 

survenir. 

venez ici, donnez-vous la peine 
d'entrer. 

d'ou vient cela ? 

les citrouilles commencent a venir, 

elle est venue au-devant de nous. 

ces mots nous viennent du latin 
ou du grec. 

viendrons-nous a bout de ce pro- 
jet? 

en quelle annee Mahomet est-il 
venu au monde ? 



adjectives in e, ai. %. -w, eu. ou. eau. 



it is an easy thing to do, in my 
opinion [according to me], 

to come for. 

will he come for his black coat ? — 
He will come for it this evening 
without faiL 



aise, aisee. 

c'est une chose ais^e a faire, selon 
moi. (Obs. 1.) 

venir chercher. 

viendra-t-il chercher son habit 
noir? — II viendra le chercher 
ce soir sans- faute. 



FIFTH LESSON, 



821 



to happen, to come to pass, should 
be. 

should any speech be delivered 
and should you not be there, 
how would you make a con- 
densed report of it ? 

to have just . . . 

did you relate to these persons the 
accident just happened ? — I did 
not speak to them of anything. 

true. 

is this story indeed true ? Come 
and relate it to me in all its 
details. 

TO COME AGAIN. 

James came back for you. 

the troops renewed the attack 
three times. 

how much is due you ? 

I gave you more than is due to 
you, and you are not glad. 

polite. 

these ladies are very polite and 
very pretty. 

fO BECOME. 

[ became plump for want of ex- 
ercise. 

TO BECOME AGAIN. 

favorite. 

there is my favorite cat. 
oh I have the goodness to sing my 
favorite ballad. 

TO intervene; to interfere. 

why did Sophia interfere in our 
affairs ? 

TO REACH, TO SUCCEED. 

did the letter, which I addressed 
you a fortnight ago to-day, 
reach you ? 

14* 



venir a. . 



(bef. Inf.) 



si quelque discours venait a se 
prononcer, et que vous ne ftis- 
siez pas la, comment le resume- 
riez-vous ? 

venir de. . . (bef. Inf.) 

avez-vous raconte a ces personnes 
I'accident qui vient d'arriver? 
— Je ne leur ai parle de rien. 

vrai, vraie. 

cette histoire est-elle bien vraie ? 
Venez me la raconter dans tous 
ses details. (Obs. 1.) 

RE VENIR. 

Jacques est revenu vous chercher. 

les troupes sont revenues trois fois 
a la charge. 

combien vous revient-il ? 

je vous ai donne plus qu'il ne vous 
revient, et vous n'etes pas con- 
tent. 

poli, polie. 

ces dames sont fort polies et tres 
jolies. (Obs. 1.) 



DEVENIR. 

je suis devenu gros et gras 
d'exercice. 

REDEVENIR. 



faute 



favori, favorite. 

voila mon chat favori. 
oh ! ayez la bonte de chanter ma 
romance favorite. (Obs. 1.) 

INTERVENIR. 

pourquoi Sophie est-elle interve- 
nue dans nos affaires ? 

PARVENIR, d. . . (before Inf ) 

la lettre que je vous ai adressee il 
y a aujourd'hui quinze jo lira 
vous est-elle parvenue ? 



822 



THIRD COURSE. 



if you ever succeed in making a 
handsome fortune, will you 
spend it foolishly ? 

assiduous. 

this governess is my assiduous 
companion. 

TO PROci;pD, from. 

a great many misfortunes arise 
from wars. 

blue. 

this gown is blue. 

TO COME UNEXPECTEDLY. 

in the midst of the ball, an inci- 
dent to be regretted occurred 
unexpectedly. 

fool, 
soft. 

this wax is very soft. 

TO REMEMBER. 

will you remember my orders ? 

TO RECOLLECT, 

fine, 
new. 



si jamais vous parvenez a ramas- 
ser une jolie fortune, la depen- 
serez-vous foUement ? 

assidu, assidue. 

cette bonne est ma compagne as- 
sidue. (Obs. 1.) 

PROVENiR, de. . . (bef. Noun.) 

beaucoup de malheurs proviennent 

des guerres. 

bleu, bleue. 

cette robe est bleue. (Obs. 1.) 

SURVENIR. 

au milieu du bal, il est survenu 
un incident regrettable. 

fou, fol, foUe. 
mou, mol, molle. 

cette cire est bien molle. (Obs. 2.) 

SE SOUVENIR, (pronominal verb.) 

vous souviendrez-vous de mes 
ordres ? (Obs. 3.) 

SE RESSOUVENIR. 

beau, bel, belle. (Obs. 2.) 

nouveau, nouvel, nouvelle. 



TO AGREE. 

did you agree to this bargain, yes 
or no ? — There is a mistake, we 
had not agreed upon this clause. 

did not this shawl suit mistress 
Difficile? — It did not suit her, 
far from it. 

the sitting ; state, condition, 
the reservedness. 

— When the verb C07ivenir means to 
AGREE, TO GRANT, it Is coiijugated, in 
its compound tenses, with the aux- 
iliary TO BE. 

— If it means, on the contrary, to 
euiT, it is conjugated with to have. 



etes-vous convenus de ce march^, 
oui ou non ? — II y a erreur, nous 
n'etions pas convenus de cette 
clause-la. 

est-ce que ce chMe n'a pas conve- 
nu a madame Difficile? — II no 
lui a paa convenu, loin de la. 

la tenue. 
la retenue. 

— Lorsque le verbe convejiir siguifie 

TO AGREE, TO GRANT, il SC COUJUgUe, 

dans ses temps composes, aveo 
I'auxiliaire etre. 

S'il si^nifie, au contraire, to surr, 
il so conjugue avec avoir. 



FIFTH LESSON. 



323 



—The remaininf verbs iu . , . venir 
are also conjugated with the aux- 
iliary TO HAVE. 

to disagree about something; to 
disagree about it, 

TO DISAGREE. 
TO CIRCUMVENT. 
TO CONTRAVENE. 

you have contravened the laws. 

TO PREVENT, TO ANTICIPATE. 

this news got the start of the 



TO ASSIST, TO RELIEVE. 

this charitable man supplied the 
wants of yotir friend during his 
sickness which lasted several 

weeks. 



following. 



— Les autres verbes en . . . mnir se 
coDJuguent aussi aveo I'auxiliaire 

avoir. 

disconvenir dc quel<in.€ chose ; en 
disconvenir, 

DISCONVENIR. 
; OIRCONVENIR. 

coNTREVENiR, 3,.,. (beforc nouH.) 
vous avez contrevenu aux lois. 

PREVENIR. 

cette nouvelle a prevenu le cour- 
rier. 

suBVENiR, a.,, (before noun.) 

cet homme charitable a subvenu 
anx besoins de votre ami durant 
sa maladie qui a dure plusieurs 
semaines. 

suivant, suivante. 



FIFTH EXERCISE OF THE THIRD COURSE. 

1. With what auxiliary is mnir conjugated? — It is conjugated 
with the auxiliary verb Hre, 2, Are all the compounds of 'cenir 
conjugated with the auxiliary verb ttre ? — Some are f so], and some 
others are not [so]. 3, How many are conjugated with the auxili- 
ary ttre^ with the auxiliary awir^ and how many with both auxili- 
aries ? — There are eleven which are conjugated with Hre, five with 
•avoir ^ and one, convevAr^ with both auxiliaries, according to the 
signification. 



OBSERVATIONS. 

1. The Adjectives ending in e, ai, % u, eu, form their Feminine by the 
■addition of an e. This rule applies to the Participle Past as well as to the 
Adjectives. 

Favori, in the Peminine, Favorite, is an exception to the above rule. 

2. The four Adjectives, Mou, Fou, Beau, Nbuveau, have two Forms for 
the Masculine Singular, — Mol, Fol, Bel^ Nouvel^ etc., being used exclusively 
before a Vowel ; but only one for the Feminine. 

3. These two Verbs belong to the class of Eeflectiv^s mentioned in 
L. 48, Obs. 1, 2d Course. 



324 



THIRD COURSE. 



SIXTH LESSON OF THE THIRD COURSE. 

VERBS IN .,,rir. 



TO REQUIRE. 

I shall require. 
I should require. 

REQUIRING. 

I require, thou requirest, he re- 
quires, 
we require, you require^ 
they require. 

I was requiring. 

that I may [should] require, that 
thou may est require, that he 
may require, 

that we may require, that you 
may require, 

that they may require. 

require. 

REQUIRED, 

I required. 

that I might require. 

we required this gentleman to 

come to our house, 
the patient requires the physician. 



REQUERIR. \ 

je requerrai, etc. 
je requerrais, etc. 

requerant 

je requiers, tu requiers, il requiert, 

nous requerons, vous requerez, 
ils requierent. 

je requerais, etc. 

que je requiere, que tu requieres, 
qu'il requiere, 



brief, short. 

it is a short vowel. 

TO ACQUIRE. 

— It is conjugated in all its tenses 
like requerir. It is the same with 
the other compounds of the prim- 
itive verb querir^ to fetch, which 
is out of use. 

fortune is not to be acquired 
without trouble. 

TO INQUIRE. 

— This verb is little used except in 
the infinitive and in the compound 
tenses. 

TO CONQUER. 

the English, in the sixteenth 
centmy, conquered several 
provinces from the Frenchv 



que nous requerions, que vous i e- 

queries, 
qu'ils requierent. 

requiers, etc. 

requis, 

je requis, etc. 

que je requisse, etc. 

nous avons requis ce monsieur d® 

venir chez nous, 
le malade requiert le medecin. 

ADJECTIVES IN . . ./. 

I bref, br^ve. 

I c'est une voyelle breve. (Obs. 1.) 



ACQUERIR. • 

— II se conjurgue dans tous ses tempa 
comme requerir. II en est de meme 
des autres composes du verbe primi- 
tif qiceriry qui est inusite. 

la fortune ne s'acquiert pas sans 
peine. 

s'enquerir, ' (defective verb.) 

— Co verbe ne s'emploie guere qu'a 
I'infinitif et dans les temps compo- 



conquerir. - 

les Anglais, au seizi^me si^cle, ont 
conquis plusieurs provinces sur 
les Frangaisr 



SIXTH LESSON. 



325 



TO CONQUER AGAIN. 

active. 

safe. 

new. 

my linen shirt is quite new. 



I RECONQUEBIR. » 

actif, active. 

sauf, sauve. 

nenf, nenve. 

ma chemise de toile est toute 
neuve. (Obs. 1.) 



I shall run. 
I should run. 



I run, thou runn^, he runs, 
we run, you run, they run. 

that I run, that thou run, that he 
run, that we run, that you run, 
that they run. • 

run, do run, run tfiou. 

RUN. 

I ran. 

that I might run. 

geographers divide the world 

into five parts : 
Asia, 
Africa, 
Europe, 
America, 
Oceanica or Polynesia. 

this soap is very much in vogue. 

I ran with all my might, but I 
arrived too late, after all. 

it is not good to risk oneself 
alone in the streets, just now. 

to run outside. 

bare-headed, 
with bare arms, 
with bare hands, 
with bare legs, 
bare-footed. 

TO HAVE RECOURSE TO. 



je courrai, etc. 
je courrais, etc. 

courant 

je cours, tu cours, il court, 
nous courons, vous courez, ils cou- 
rent. 

que je cdure, que tu coures, qu'il 
coure, que nous courions, zuq 
vous couriez, qu'ils courent. 

cours, etc. 

couni^ etc, 

je courus, etc. 

que je courusse, etc. 

les geographes divisent le monde 

en cinq parties : 
I'Asie, t 
I'Afriqtiey- 
I'Europe, - 
I'Amerique, ■ 
rOceanie ou Polynesie. * 

ce savon est fort couru. » 

j'ai couru de toutes mes forces, 
mais je suis arrive trop tard, 
malgre tout. 

il n'est pas bon de s^a venturer seul 
dans les rues par le temps qui 
court. 

courir dehors. 

nu-tete. 

nu-bras. 

nu-mains. 

nu-jambes. 

nu-pieds. (Obs. 2.) 

RECOURIR, k,,t 



826 



THIRD COURSE. 



— The compound verbs of the verb 
courir-y to kun, are conjugated after 

it. 

we shall have recourse to the 
physician if we fall sick, 

TO HELP. 

help the poor. 

TO INCUR. 

this representative is going (o 
incur the displeasure of his 
electors if he persist in that 
line of conduct. 

a justice of the peace, 

TO KUN TO. 

they ran to his help as soon as 
lie cried. 

— The compound tenses of this verb 
are conjugated most frequently with 
the auxiliary to be. 

TO CONCUR. 

this writer is going to compete 
for the Monthyon premium. 

TO DISCOURSE. 
TO RUN OVER. 

are they going to lay rails from 
one end of America to the 
other? "^ 



— Les verbes composes du verba cott- 
rir se conjuguent sur ce dernier. 

nous recourrons au medecin si 
nous tombons malades, 

SECOURIR, 

secourez les pauvres. 

ENCOURIR. 

ce representant va encourir la dis- 
grace de ses electeurs s'il per- 
siste dans cette ligne de con- 
duite. 

un juge de paix^ 

ACCOURIR. ^ 

on est accouru-a son secours des 
qu'il a crie. V 

— Les temps consposes de ce verbe 
se conjuguent l^lus souvent avec 
Pauxiliaire etre, 

CONCOURIR. 

cet ecrivain va concourir pour le 
prix Monthyon. (Obs. 3.) 

J)ISCOURIR. . 
PARCOURIR. 

va-t-on poser des rails d*un bout k 
Tautre de TAm^rique ? 



I shall die. 
I should die. 



I die, thou diest, he dies, 

we die, you die, 

they die. j 

I was dying. if 

that I die, that thou di^'that he 

die, 
that we die, that you die, 



that they die. 



MOURIR. ' 

je mourrai, etc. 
je mourrais, etc 

mourant. 

je meurs, tu meurs, il meurt^ 
nous mourons, vous mourei^ 
ils meurent. 

je mourais, etc 

que je meure, que tu meures, qu'il 

meure, 
que nous mourions, que vous mou- 

riez, 
qu'ils meurent. 



SIXTH LESSON. 



827 



die. 

DEAD. 

I died. 

that I might die. 

-This verb is conjugated with the 
auxiliary to be. 

I am. dead. 

how long is it since the last presi- 
dent died ? 
how long ago did he die ? 

this poor unfortunate will starve 
with hunger and cold if he is 
not helped soon. 

we are going to sit up by one of 
our friends who is dying. 

TO BE DYING. 

rail. 

from one end to the other. 



meurs, etc. . (Obs. 4.) 

mort^ morte, etCm^ 

je mourns, etc. 

que je mourusse, etc. 

— Ce verbe se conjugue avec Paim- 
liaire etre, 

je suis mort, morte. 

combien de temps y a-t-il que le 

dernier president est mort ? 
depuis quand est-il mort ? 

ce pauvre malheureux va mourir 
de faim et de froid si on ne le 
secourt pas bientot. 

nous allons veiller un de nos amis 
qui se meurt. 

se mourir^ 

rail. * 

d'un bout a I'autre. 



SIXTH EXERCISE OF THE THIRD COURSE. 

1. Into how many parts is the world divided ? — It is divided into 
five parts. 2. Have the goodness to repeat them in the same order 
in which they are in the lesson. — I will, Madam. 3. What parts 
of the world did Alexander and Napoleon conquer ? — Alexander 
conquered Asia, and Napoleon, the greater part of Europe. 4. The 
fear of falling seems to prevent you from running. — No, Sir, but I 
have a bad foot. 5. How many compounds has the verb courir f — 
It has seven compounds. 6. Is not the verb courir similar, in 
some tenses, to the verb mourir? — The future, the conditional, 
the preterit, and participle present, seem to be formed after the 
same rule. 7. In what tenses do these two verbs dilBfer ? — In the 
present of the indicative and subjunctive, and in the participle past. 



OBSERVATIONS. 

1. All Adjectives ending in^^, have their Feminine in ve. Those end- 
hig in ef^ change the e preceding the /into e : Bref, Breve. 

2. When the Adjective JVu^ Bare, comes before the Substantive, making 
a compound word, it is invariable, like an Adverb ; if it is placed after tho 
Substantive, it agrees with the Substantive in Gender and Number : 

Les pieds m^s, les jambes nuES, ^^ 



S28 



THIRD COURSE. 



3. Names of distinguished persons are sometimes used as Adjectives in 
French, without any agreement, precisely as in English. 

4. The Imperative will be dropped after this Lesson. 



SEVENTH LESSON OP THE THIRD COURSE. 



I shall offer. 
I should offer. 

OFFERING. 

I offer, thou offerest, he offers, 
we offer, you offer, they offer. 

I was offering. 

that I offer, that thou offer, that 
he offer, that we offer, that you 
offer, that they offer. 

OFFERED. 

I offered. 

that I might offer. 

have they offered him an apple ? 
have they offered it to her ? 

would they offer to give you some- 
thing to eat if you were hun- 
gry? 

how much does this agent offer 
for this ostrich? 

he offers but a thousand dollars 
for it. 



OFFRIR. * 

j'offrirai, etc. 
j'offrirais, etc. 

offrant . 

j'offre, tu offres, il offre, 

nous offrons, vous offrez, ils offrent. 

j'offrais, etc. 

que j'offre, que tu offres, qu*il 
offre, que nous offrions, que 
vous offriez, qu'ils offrent. 

offert^ offerte^ etc* ' 

j'offris, etc. 

que j'offrisse, etc, 

lui a-t-on offert ime pomme ? 
la lui a-t-on offerte ? 

vous offrirait-on de vous donner d 
manger si vous aviez faim ? 

combien cet agent offre-t-il de i^ette 

autruche ? 
il n'en offre que mille piastres. 



ADJECTIVES IN 



long, 
oblong. 

this route is very long. 

TO SUFFER. 

— It is conjugated after qffrir. 

you suffer great pain. 

the army greatly suffered on its 
march, for want of provisions. 

wheat has suffered from frost. 

Judea. 

the Holy Land. 



long, longue. 
oblong, oblongue. 

cette route est bien longue. 

SOUFFRIIU 

— II se conjugue sur offrir, 

vous souffrez de grandes douleurs. 

Tarmee a beaucoup souffert dans 
sa march e, faute de provisions. 

les bles ont souffert d-e la gelee. * 

la Judee. 

la Terre-Sainte. 



SEVENTH LESSON. 



829 



TO OPEN. 
OPENING. 
OPENED. 

I open, thou openest, he opens, etc. 

— This verb, as well as its com- 
pounds, is conjugated after offrir^ 

TO OF^EK. 

open the door, if you please, to 
let Jane pass. 

to let her come in. 

he opens his arms, his mouth, 
and his eyes. 

they are knocking at the door: 
open it. 

TO OPEN AGAIN. 

the colony of the Cape of Good 
Hope. 

the Desert of Sahara. 

TO COVER. 

they cover this house "with thatch. 

the port is filled with vessels. 

put on your hat^ else you will be 
cold. 

it is getting cloudy. 

among us. 
among the pagans. 

TO DISCOVER. 

a gold mine has just been dis- 
covered near that city. 

it is clearing up. 



OUVRIR. ♦ 

ouvrant.' 

ouvert. j 

j'ouvre, tu ouvres, il ouvre, etc. 

— Ce verbe, ainsi que ses composes, 
se conjugue sur qfrir, 

ouvrez la porte, s'il vous plait, 
pour laisser passer Jeanne. 

pour la laisser entrer. 

il ouvre les bras, la bouche, et lea 

yeux. 

on frappe a la porte : ouvrez. 



la colonic du Cap de Bonne-Espe- 
rance. 

le desert de Sahara. 

COUVRIR. *. 

on couvre cette maison de chaume. 

la rade est couverte de vaisseaux. 

couvi-ez-vous, sans quoi vous aurez 
froid. 

le temps se couvre. 

chez nous, 
chez les paiens. 

DECOUVRIR. , 

on vient de decouvrir ime mine 
d'or pres de cette ville. 

1 le temps se decouvre. 



SEVENTH EXERCISE OF THE THIRD COURSE. 

1. Did our trees suffer from the last frost? — They suffered a 
great deal from it. 2. In what part of the world is Judea to be 
found ? — In Asia. 3. Shall I offer myself to accompany you as far 
as your house ? — I shall not refuse you this favor. 4. Are there 
any new verbs in this lesson? — There are several new verbs in 
this seventh lesson. 5. Are the participles past always accom- 
panied by the same prepositions, in French? — They are not 



880 



THIRD COURSE. 



EIGHTH LESSON OF THE THIRD COURSK 
5 IN . . . tir, 

VETIR. 



TO CLOTHE, 

I shall clotlie. 
I should clothe. 

CLOTHING. 

I clothe, thou clothest, he clothes, 
we clothe, you clothe, they clothe. 

I was clothing. 

that I clothe, that thou clothe, that 
he clothe, that we clothe, that 
you clothe, that they clothe. 

CLOTHED. 

I clothed. 

that I might [should] clothe. 

are these clothes all starched ? 
this machine goes by itself, 
these napkins are quite dirty. 

QUITE, ALL. 

we clothed this orphan from top 
to toe. 

from top to toe. 

these lessons, [as] easy as they 
appear at first sight, are not 
the less difficult. 

AS . . . AS . . . 

TO CLOTHE. 

— It is conjugated after to clothe. 
soldiers line this terrace with turf. 

WHATEVER. 

whatever be the language you 
speak, speak it with purity. 

the language which you speak, 
whatever it be, is a fine lan- 
guage. 

whatever it be, the language 
which you speak is a very fine 
language. 

the Levant. 



je vetirai, etc. 
je vetirais, etc. 

vetant, 

je vets, tu vets, il vet, 

nous vetons, vous vetez, ils vetent. 

je vetais, etc. 

que je vete, que tu vetes, qu'il 
vete, que vous vetions, que vous 
vetiez, qu'ils vetent. 

vetiu 

je vetis, etc. 

que je vetisse, etc. 

ce linge est-il tout empese ? 
cette machine va toute seule. 
ces serviettes sont toutes sales. 

TOUT. (Obs. 1.) 

nous avons vetu cet orphelin de 
pied en cap. 

de pied en cap. 

ces lemons, toutes faciles qu^elles 
semblent etre a premiere vue, 
n'en sont pas moins difficiles. 



QUE. 



(Obs. 2.) 



REVETIK. 

— II se conjugue sur vetir* 

les soldats revetent cette terrasse 
de gazon. 

QUEL QUE . . QUE . . . 

quelle que soit la langue que vous 
parliez, parlez-la avec purete. 

la langue que vous parlez, quelle 
qu'elle soit, est une belle langue. 

quelle qu'elle soit, la langue que 
vous parlez est une tres belle 
langue. (Obs. 3.) 

le Levant. 



EIGHTH LESSON. 



381 



TO LEE, TO TELL STORIES. 
LYING. 

I lie, thou liest, lie lies, 
we lie, you lie, they lie. 

LIED. 

I lied. 

that I might lie. 

WHATEVER, WHATSOEVER, 

in whatever manner you dress 
yourself, you will be well re- 
ceived at Mr. X.'s. 

whatever riches one may possess, 
he is sure to run to ruin by 
spending them unwisely. 

HOWEVER, HOWSOEVER. 

however tasteless this herb-drink 
be, swallow it. 

TO GIVE THE LIE TO. 

— This verb is the only compound 
of raentir^ to lie. 

this heat, however intense it may 
be, does not prevent us from 
sleeping. 

this police, however effective it 
may be during the day, does 
not protect us during the night. 

HOWEVER, HOWSOEVER, 
HOWEVER, HOWSOEVER 



MENTIR. 

mentant 

je mens, tu mens, il ment, 
nous mentons, vous mentez, ils 
mentent. 

menti, 

je mentis, etc. 

que je mentisse, etc. 

QUELQUE, QUELQUES. , . QUE. . . 

de quelque maniere que vous vous 
vetiez, vous serez bien accueilli 
chez monsieur X. 

quelques richesses que Ton pos- 
sede. Ton court a une ruine 
certaine en les depensant mal a 
propos. (Obs. 4.) 

QLTILQUE... QLT:... 

quelque fade que soit cette tisane, 
avalez-la. (Obs. 5.) 



— Ce verbe est le seul compose de 
menti7\ 

cette chalem\ si intense qu'elle 
soit, ne nous empeche pas de 
dormir. 

cette police, pour efficace qu'elle 
soit le jour, ne nous protege pas 
la nuit. 



SI,,, que,,, 
pour, , . que. 



(Obs. 6.) 



TO REPENT 

— It is a pronominal verb, conju- 
gated after menti?', to lie. 

I very much regretted my neglect 



ROUND . . . ALL ROUND. 

Paul runs round the garden, 
he runs all round. 



Michael-Angelo. 
Raphael. 



SE REPENTIR, 

— C'est un verbe pronominal. II se 
conjugue sur mentir, 

je me suis bien repenti de ma ne- 
gligence. 

autour de, , , — alentour. 

Paul court autour du jardin. 
il court alentour. 

Michel-Ange. 
Raphael. 



882 



THIRD COURSE. 



TO FEEL, SMELL, SMELL OF. 

— ^It is conjugated after mentir^ to 
LIE, as well as its compounds. 

this pomade smells of jasmine. 

this Cologne water smells good ; 

it smells bad. 
I find it smells too strong, that 

it smells of nothing. 

I feel the cold. 

I smell agreeable odors. 

you were sick, how do yon feel 
now ? — I feel better, thank you. 



TO RESENT, TO FEEL. 
TO FOllESEE. 
TO CONSENT. 

did you consent to this arrange- 
ment ? did you consent to it ? 

ADJECTIVES 

brutal. 

civil. 

alone. 

drunk. 

the civil list is voted. 

continual. 

similar. 

none, not one. 

genteel. 

there is a very genteel young 



—II se conjugue sur mentiry ainsi 

que ses composes. 

cette pommade sent le jasmin. 

cette eau de Cologne sent bon ; 

elle sent mauvais. 
je trouve qu'elle sent trop fort,. 

qu'elle ne sent rien. 

je sens le froid. 

je sens une odeur agreable. 

vous avez ete malade, comment 
vous sentez-vous a present ? — Je 
me sens mieux, merci. 

RESSENTIR. 
PRESSENTIR. 



lady. 

in the first place, 
in the second place, 
in the third place. 



avez-vous consent! a cet arrange- 
ment ? y avez-vous consent! ? 

IN . . . ?. 

brutal, brutale. 
civil, civile, 
seul, seule. 
soul, soule. 
on a vote la liste civile. (Obs. 7.) 

continuel, continuelle. 

pareil, pareille. 

nul, nulle. 

gentil, gentille. 

voila une jeune personne fort gen- 



tille. 

en premier lieu, 
en second lieu, 
en troisieme lieu. 



(Obs. Y.) 



EIGHTH EXERCISE OP THE THIRD COURSE. 

1. How is the feminine of adjectives ending in e formed? — The 
feminine is similar to the masculine. 2. Are there not verbs which 
have no other form but that of reflective verbs ? — Yes, Sir, there 



EIGHTH LESSON. 333 

are a certain number of them. 3. How many ways do you reckon 
to express whatever, whatsoever, however, in French ? — There 
are three [of lb em], they are expressed by quel que, in two words ; 
in the second place, in one word, variable as an adjective ; in the 
third place, by quelque before an adjective, and invariable as a 
conjunction. These three forms of the same word govern the 
verb in the subjunctive. 4. What difference did you discover be- 
tween the conjugation of 'Cttir and mentir ? — In the first place the 
t is preserved in the present of the indicative of 'ottir, 5. Is 
there any other difference ? — Yes, there is another one : the parti- 
ciple past of vetir is in u^ that of mentir is in i. 



OBSEEVATIONS. 

1. When Tout is used adverbially with the meaning of Quite, beforo an 
Adjective heginning with a Consonant^ and used in the Feminine, it agrees 
with the Noun, like the Feminine Adjective, in Number and Gender. It 
becomes Toute^ Toutes. If the Adjective begins with a Vowel, Tout re- 
mains unchanged as it does in the Masculine Plural. These ai*e mere 
whimseys of the Language, depending on ideas of Euphony. 

2. The rule relating to Tout, QrirE, before a Feminine Adjective, Sin- 
gular and Plural, is applicable to this new meaning of Tout, 

3. When Quel que ... is immediately followed by the Verb etre^ this latter 
Verb is always put in the Subjunctive ; Quel que^ always written in two dis- 
tinct words ; and Quel always agrees, in Gender and Number, with the 
Koun it has reference to, whether the said Noun be placed before or after 
Quel que. 

4. If Quelque^ Whatever, is followed by any other Verb than etre and 
by a Substantive, it is written in one word, Quelque ; agrees with the Sub- 
stantive in Gender and Number ; and governs the Subjunctive. 

5. When Quelque comes before an Adjective merely, it remains inva- 
riable like a Conjunction, and governs the Subjunctive. 

6. Si,,, que J Pour. . . que^ meaning However, Howsoever, with an 
Adjective between, and accompanied by the Verb etre^ require this last 
Verb in the Subjunctive. 

7. The first group of Adjectives whose termination is in ... ^, add e for 
the formation of their Feminine. 

The two Adjectives, Nul and Geniil^ double the I; the numerous Ad- 
jectives in eil and el do the same. 



334 



THIRD COURSE. 



NINTH LESSON OF THE THIRD COUJ[lSE. 

VERBS IN . . . rtir. 



TO START, TO GO AWAY. 
STARTING. 



— It is a neuter verb, and is conjii- 
gated after mentir^ to lie, with the 
auxiliary Ure in its compound tenses. 



partant 

parti. 

— C'est un verbe neutre. II se cou- 
jugue sur mentir^ et ses temps com- 
poses se conjuguent avec Ure, 



WHATEVER, WHATSOEVER. . . 

whatever you open, shut it after 
having examined it. 



whatsoever you open . . . 

is your brother gone to Europe ? 
— He is not gone yet. 

TO SET OUT AGAIN, TO REPLY. 

this scholar replied to me by 
abusive language. 

whomsoever you may meet, be 
polite. 

WHOSOEVER. 
WHOMSOEVER. 



..... 

JE . . . J 



(Subj.) 



QUELQUE CHOSE QUE. 

QUOI QUE . . . 

QUOI QUE CE SOIT QUE . 

quelque chose que vous ouvriez, 
fermez-le apres I'avoir exami- 
ne. (Obs. 1.) 

i quoi que vous ouvriez. . . 

•J quoi que ce soit que vous ou- 

( vriez... 

votre fr^re est-il parti pour TEu- 
rope ? — II n'est pas encore parti. 

REPARTIR. 

cet ecolier m'a reparti des injures. 



qui que ce soit que vous rencon- 
triez, soyez poli. (Obs. 1.) 

QUI QUE CE SOIT QUI. . . (Subj.) 

QUI QUE CE son QUE. . 



(Subj.) 



plain. 

brown. 

common. 

importunate. 

inconvenient. 

it is a very common thing among 
these tribes. 

GRATIS. 

INCOGNITO. 

IMMEDIATELY. 

this princess with strange man- 
ners travels incognito. 



ADJECTIVES IN ,,,n, 

plan, plane, 
brun, brune. 



commun, commune, 
importun, importune, 
inopportun, inopportune. 

c'est une chose fort commune par- 
mi ces tribus. (Obs. 2.) 

gratis. 

incognito, 

incontinent. 

cette princesse aux allures bizarrea 
voyage incognito. 



NINTH LESSON. 



835 



TO GO OUT, TO COME OUT, 

— It is conjugated after partir^ to 
START, and is accompanied some- 
times by amir^ to have ; sometimes 
by the verb Ure^ to be. 

ingenious, cunning, fine. 

masculine. 

feminine. 

Bridget has a delicate ear ; (she 
hears very distinctly.) 

do not go out alone in the even- 
ing. 

how long is it since you finished 
your time? — A week ago. — 
You are now a journeyman, 
then. 

WILLINGLY. 
WELL AND GOOD. 
AT TIMES. 

let US take these goods out of the 
store. — Well and good. 

TO GO OUT AGAIN. 

at the end, as one goes out. 
as one goes out of bed. 

gentle, kind, 
mischievous. 

vain. 

full. 

this bottle is fulL 



— II se conjugue sur pa/rtir: il est 
accompagne tantot du verbe avoir, 
tantot du verbe etre» 



there is a good peach. 
Christian. 

the Christian religion is dominant 
in Europe. 



fin, fine. 

masculin, masculine. 

feminin, feminine. 

Brigitte a Toreille fine. 



(Obs. 2.) 



n'allez pas sortir toute seule le soir. 

depuis quand etes-vous sorti d'ap- 
prentissage ? — ^Depuis ime se- 
maine. — Vous voila done com- 
pagnon. 

volontiers. 

soit 

parfois. 

sortons ces marchandises du ma- 
gasin. — Soit. (Obs. 3.) 



a la sortie de, au sortir de. . . 
au sortir du lit. 

benin, benigne. 

malin, maligne. (Obs. 2.) 

vain, vaine. 

plein, pleine. 

cette bouteille est pleine. (Obs. 2.) 

bon, bonne. 

voila une bonne peche. (Obs. 2.) 

Chretien, chretienne. 

la religion chretienne domine en 
Europe. (Obs. 2.) 



NINTH EXERCISE OF THE THIRD COURSE. 

1. Are there any new words in this lesson, which require the 
I subjunctive after them ?— Yes, Sir, there are several. 2. Did you 
I discover any new adjectives in this ninth lesson of the third 



836 



THIRD COURSE. 



course ? — Yes, Sir, the adjectives whose termination is in ...?». 
8. How many verbs were introduced into this lesson ? — Two : the 
verb partir and the verb sortir, 4. Are you going out to»night ? 
— I am going out for a few moments. 5. When do you propose 
[to yourself] to start for the south ? — I shall start early this fall. 



OBSEEVATIONS. 

1. Quelque chose que, Qu-oi que, Quoi que ce soit que. Whatever, What- 
soever ; Qui que ce soit qui, Whosoever, and Qui que ce soit que, Whomso- 
ever, require the Subjunctive after them. 

2. The Adjectives ending in . . . 7i are divided into two groups, in re- 
lation to the formation of the Feminine : those adding an e to the Mascu- 
line, and those doubling the n, with the addition of the e. 

Those in an, un, in, ain, ein, belong to the first group, with the excep- 
tion of Benin and Malin, formed irregularly. 
Those in on, en, belong to the second group. 

3. When Sortir means To take out, it is an Active Verb, and is conju- 
gated with Amir, in its Compound Tenses. As a Neuter Verb, meaning To 
GO or COME out, it is conjugated with Ure, 



TENTH LESSON OF 

VERBS IN . 
TO FLY. 
FLYING. 

I fly, thou flyest, he flies, 
we fly, you fl}-, 
they fly. 

I was flying. 

that I fly, that thou fly, that he 

fly, 

that we fly, that you fly, 
that they fly. 



WORSE. 

SO much the worse ; so much the 
/better for him. 

so soon; as soon as. 

your relative did not go as soon 
as he thought. 



THE THIRD COURSE. 



fuyant. 

je fuis, tu fuis, il fuit, 
nous fuyons, vous fuyez, 
lis fuient. 

je fuyais, etc. 

que j« fuie, que tu fuies, qu'il fuie, 

que nous fuyions, que vous fuyiez, 
qu'ils fuient. 

fid. 



tant pis ; tant mieux pour lui. 

sitot ; sitot que. 

votre parent n'est point parti sitot 
qu'il le pensait. 



TENTH LESSON. 



387 



FOR SOME TIME. 



she will start before long. 

she will not start for some time. 



the enemy was flying on all sides. 

this sage shrinks from the crowd. 

—Fuir^ TO FLY, is an active and 
neuter verb. 

will you consent to my setting 
out to-morrow in the first train ? 

— Consentir^ to coNSENT,requires the 
subjunctive after it. 

TO RUN AWAY. 

our enemies ran away as we ap- 
proached. 

is there any risk that this coach 
will set out before three o'clock? 

is there a single accoutrement 
which fits you ? 

there is no disease more prompt 
and terrible than Asiatic 
cholera. 



de sitot. 

elle partira bientot. 

elle ne partira pas de sitot. 

guasi. 

Tennemi fuyait de toutes parts. 

ce sage fuit la foule. 

— Fuir est un verbe aclif et neutre. 

consentirez-vous que je parte des 
demain par le premier convoi ? 

— Consentir exige le subjonctif apres 
lui. 

s'enfuir, (pronominal verb.) 

nos ennemis s'enfuirent a notre 
approche. 

y a-t-il aucun risque que cette di- 
ligence parte avant trois heures ? 

se trouve-t-il un seul accoutrement 
qui vous aille ? (Obs. 1.) 

il n'est point de maladie qui soit 
plus prompte et plus terrible 
que le cholera asiatique. 



ADJECTIVES IN ... r. 


last 

the last time. 


dernier, derni^re. 

la derniere fois. (Obs. 2.) 


dear, 
bitter. 

this drink is too bitter, to my 
taste. 


cher, chere. 
amer, amere. 

cette boisson est trop am^re, a 
mon gout. (Obs. 2.) 


TO HEAR. 


OUiE. 


HEARD. 


out 



I heard. 

that I might hear. 

— This verb is little used any longer, 
except in the infinitive, the preterit 
definite, the imperfect subjunctive, 
and in the compound tenses. 

It is used most frequently with 
dire^ to bay : 

I heard that your brother was to 
marry. 

15 



j'ouis, etc. 

que j'ouisse, etc. 

— Ce verbe ne s'emploie plus guere 
qu'a I'infinitif, au preterit d^fini, k 
I'imparfait du subjonctif, et aux 
temps composes. 

II s'emploie le plus souvent avec 
dire^ to say : 

j'ai oui dire que votre fr^re allait 
se marier. 



838 



THIRD COUESB. 



clear. 

Maek. 

mature. 

obscure. 

these peaches are not ripe yet : 
prevent the children from eat- 
ing them. 

better. 
superior. 

he is a man of superior intellect. 

flattering. 

they amuse us with hopes too 
flattering to be realized. 

enchanting. 

an enchanting voice. 

protector, protectress, 
a law of protection. 



elair, claire. 

noir, noire. 

mur, mure. 

obscur, obscure. 

ces peches ne sont pas encore 
mures : empechez les enfants 
d'en manger. (Obs. 2.) 

meilleur, meilleure. 
superieur, superieure. 

c'est un homme d*iine intelligence 
sup6rieure. (Obs. 2.) 

flatteur, fiatteuse. 

ils nous bercent d'esperances trop 
flatteuses pour qu'elles se rea- 
li&ent. (Obs. 2.) 

enchanteur, enchanteresse. 

une voix enchanteresse. (Obs. 2.) 

protecteur, protectrice. 

une loi protectrice. (Obs. 2.) 



TENTH EXERCISE OF THE THIRD COURSE. 

1. Why are these men flying ? — They stole two or three shawls 
from the store. 2. As we approached the fortress, they fired on us. 
8. Did they kill many men? — They did not kill anybody, but 
wounded several [of them]. 4. Has this lady a fine voice ? — She 
has an enchanting voice. 5. When will you come home ? — I shall 
go to your house in a fortnight. 



OBSERVATIONS. 

1. The Unipersonal Verbs, T a-t-ilf Ust-ilf interrogatively used; II 
n'ya^ II rCest^ followed hj Personne, Aucun, Nu\ Peu^ Ghiere, etc., and other 
Unipersonal Verbs interrogatively or negatively used, and followed by a 
connection of words forming a phrase, require the Verb after them to be 
in the Subjunctive Mode. 

2. The rules relative to Adjectives in ... r are numerous : 
I. Some add e to the Masculine : Clair ^ etc. 

n. Those in er change that termination into ere, 
ni. A few Adjectives in eur add e for their Feminine ;. some change 
eur into rice ; a few, e%ir into eresse ; a large number, eur into euse. 



ELEVENTH LESSON. 



83$ 



ELEVENTH LESSON OF THE THIRD COURSE, 
VERBS IN . . . vir. 



TO SERVE. 
SERVING. 

I serve, thon servest, he serves, 
we serve, you serve, they serve. 

I was serving, 
that I might serve. 

SERVED. 

— ^This verb is conjugated after jnen- 
tir, TO UE. 

come near, so that I can whisper 
in your ear. (ix order that.) 

— Que, THAT, is used instead of the 
conjunctions before, rs" order that, 

WITHOUT, WHETHER, UNLESS, SO THAT, 
TILL. 

do not chastise children too much 
to make them repent of their 
tricks, and correct themselves. 

(in ORDER THAT.) 

where have you stolen this? — I 
did not steal it I do not bring 
you anything unless it was 
given to me. (unless.) 

nothing transpires in the house 
WITHOUT his repeating it every- 
where, (without that.) 

does it seem proper to you to 
wait till the messenger be 
back, before starting? (until 
that.) 

what was keeping you, that you 
did not come ? (so that.) 



SERVIR. 

servant 

je sers, tu sers, il sert, 

nous servons, vous servez, ils sei 

vent. 

je servais, etc. 
que je serve, etc. 
servi. 

— Ce verbe se conjugue sur mentip, 

approchez, qiie je vous parle a 
Toreille. {afin que.) 

— Que est employe pour les eonjone- 
tions avant que, afin que^ eons que, 
soit que, a moins qu£^ en sorts que, 
jusqu'a ce que* (Obs. 1.) 

ne chatiez pas trop les enfants afin 
qu'ils se repentent de leurs es- 
piegleries et qu'ils s*en corri- 
gent. {afin que.) 

ou avez-vous vole ceci ? — Je ne i'ai 
pas vole. Je ne vous apporte 
rien gw'on ne me I'ait donne. 
(d moins que.) 

il ne se passe rien a la maison 
qi/il ne le repete partout. {sans 
que.) 

vuus semble-t-il a propos d'atten- 
dre, pour partir, que le messager 
soit de retour ? {jusqu^a ce que.) 

qu'est-ce qui vous retenait, que vous 
n'arriviez pas? {en sorte que.) 



ADJECTIVES IN . 



smooth. 

in open field. 

tired. 

you seem tired. 

low. 

did these servants always wait on 
you right ? 



ras, rase. 

en rase campagne. (Obs. 2.) 

las, lasse. 

vous semblez lasse. 

bas, basse. (Obs. 2.) 

ces domestiques vous ont-ils tou- 
jours bien servi ? 



840 



THIRD COURSE. 



do they tend the table "well ? 
waiter, help me to some chicken. 

sullen. 

bad. 

this woman has a very sullen air. 

thick. 

your beard is thick. 

fresh. 

I just bought some fresh codfish. 

is this knife of any use to you ? — 
I use it to cut my bread, my 
meat, and the wood to light 
my fire with. 

of what use is it to you ? of what 
use is it not to you ? 

express, 
big. 

what does it avail the captain to 

wrong his sailors ? 
what does it avail him to wrong 

them? 
it does not avail anything. 

OF WHAT USE IS IT? 

precise. 

confuse. 

I have forgotten the precise date 
of that event. 

do not break my inkstand whilst 
using it. 

TO USE. 

scattered, 
twisted, 
diverse, different. 

TO CLEAR THE TABLE. 

they are clearing the table, the 
cloth is taken up. 



servent-ils bien la table ? 
gargon, servez-moi du poulet. 

sournois, sournoise. 

mauvais, mauvaise. 

cette femme a une mine des plus 
sournoises. (Obs. 2.) 

epais, epaisse. 

tu as la barbe epaisse. (Obs. 2.) 

frais, fraiche. 

je viens d'acheter de la morue 
fraiche. (Obs. 2.) 

ce couteau vous sert-il a quelque 
chose ? — II me seit a couper mon 
pain, ma viande, et le bois pour 
allumer mon feu. 

a quoi vous sert-il ? a quoi ne vous 
sert-il pas ? 

expres, expresse. 

gros, grosse. (Obs. 2.) 

que sert-il au capitaine de mal- 

traiter ses matelots ? 
que lui sert-il de les maltraiter ? 

cela ne sert a rien. 

d, quoi hon ? 

precis, precise. 

confus, confuse. 

je ne me rappelle plus la date pre- 
cise de cet ^venement. (Obs. 2.) 

ne cassez pas mon encrier en vous 
en servant 

se serviTf de, ,, 

6pars, Sparse. 

retors, re torse. 

divers, diverse. (Obs. 1.) 

DESSERVIR. 

on dessert, la nappe est enlev^e. 



TWELFTH LESSON. 84:1 

ELEVENTH EXEKCISE OF THE THIRD COURSE. 

1. Of what use will French be to you? — I think it will be of 
great use to me in the world. 2. Would any other foreign language 
be of use also ? — Spanish and German are also very much spoken 
in America. 3. To speak two or three different languages, and to 
speak them well, what a fine thing ! 4. Help me to some butter, 
if you please. — Ask the servant and he will help you. 5. How is 
the verb serviVy to help, to serve, conjugated ? — It is conjugated 
after partir, 6. Will you not give me my silver pencil ? — I shall 
not give it to you. 7. Is the verb servir an active verb ? — It is an 
active verb ; it is conjugated with the auxiliary to have. 



OBSERVATIONS. 

1. It would be a serious difficulty to give rules when $w^ should be used 
instead of Afin que^ etc., the difference being merely one of style. It will 
be more prudent for the Learner to use the Conjunctions in full. But the 
abbreviation is frequently met with in authors, and is mentioned here to 
enable the Student to translate, in such cases, understandingly. 

2. The majority of the Adjectives in ... 5 add c for the formation of 
their Feminine. Some double the s ; and there is still another exception 
— ^making three methods : 

I. Adding e to the Masculine. 

n. Adding se, ' 

rn. Changing ais into a/iclie : Frais^ FroAche, 



TWELFTH LESSON OF THE THIRD COURSE. 

REGULAR VERBS IN . . . ir. 
TO BUILD. 

I shall build. 



I should build. 

BUILDING. 

I build, ^ 
thou buildestj 
he builds, 
we build, 
you build, 
they build. 

I was building. 



je batirai, etc. 
je batirais, etc 

bdtissant. 

je batis, 

tu batis, 

il batit, 

nous batissons, 

vous batissez, 

ils batissent. 

je batissais, etc. 



842 



THIRD COURSE. 



that I should build, 
that thou build, 
that he build, 
that we build, 
that you build, 
that they build. 

build, let him build, let us build, 
let them build. 



I built, 
thou built, 
he built, 
we built, 
you built, 
they built. 

that I might (should) build, 
that thou might est build, 
that he might build, 
that we might build, 
that you might build, 
that they might build. 

I have built. 



que je batisse, 
que tu batisses, 
qu'il batisse, 
que nous batissions, 
que vous batissiez, 
qu'ils batissent. 

batis, qu'il batisse, batissons, b4* 
tissez, qu'ils batissent. 

bdtif batis, batie, baties. 

je batis, 
tu batis, 
il batit, 
nous batimes, 
Yous batites, 
ils batirent. 

que je batisse, 
que tu batisses, 
qu'il batit, 
que nous batissions, 
que YOUS batissiez, 
qu'ils batissent. 

j'ai bati, etc. 



(Obs. 1.) 



ADJECTIVES IN , , ,t. 



coquettish, flirting. 

do you like a coquettish woman ? 

who is the mason who built this 

hotel ? 
who built it ? 

houses are built in this city as if 
by magic. 

silly, foolish. 

I did not think her to be so silly, 
I assure you. 

to obey. 

this dog does not obey his master. 

complete, 
secret. 

they kept this affair secret several 
days. 

to enjoy. 

I am told that my brother does 
not enjoy good health any more. 



coquet, coquette. 

aimez-vous une femme qui se pose 
en coquette ? (Obs. 2.) 

quel est le ma^on qui a bdti cet 

hotel ? 
qui est-ce qui I'a bati ? 

les maisons se batissent dans cette 
ville comme par enchantement 

sot, sotte. 

je ne la pensais pas si sotte, je 
vous I'assure. (Obs. 1.) 

ob^ir, a . . . 

ce chien n'obeit pas a son maitre. 

complet, complete, 
secret, secrete. 

on a tenu cette affaire secrete du- 
rant plusieurs jours. (Obs. 2.) 

jouir, de. . . I 

on me rapporte que mon frere ne 

jouit plus d'une bonne sante. 



twi:lfth lesson. 



343 



constant, 
eloquent. 

this is an eloquent phrase, repeat- 
ed by all our orators. 

to put in a shroud, to inter, 
to inter the dead is an act of 
charity, 

slow. 

vehement. 

present. 

was the bookkeeper present at 
the fete f 

bookkeeper. 



constant, constante. 
eloquent, eloquente. 

voila une phrase eloquente repet^e 
par tous nos orateurs. (Obs. 2.) 

ensevelir. 

ensevelir les morts est une ceuvre 
de charite, 

lent, lente. 

vehement, vehemente. 
present, presente. 

le teneur de livres etait-il present 
a la fetel (Obs. 2.) 

teneur de livres. 



TWELFTH EXERCISE OF THE THIRD COURSE. 

1. Have you not a new series of verbs in this lesson ? — "We have, 
Sir [yes]. 2. To what conjugation do they belong? — They belong 
to what is called the regular verbs of the second conjugation. 3- 
What new adjectives have been introduced into this twelfth lesson 
of the third course ? — The adjectives whose termination is in ... ^. 

4. Hold my stick, if you please. — I will hold it for a few minutes. 

5, How does this mechanic earn so much money? — By dint of 
working, I suppose. 



OBSEEVATIONS. 

1. In the preceding Lessons of this Course were displayed all the Irregu- 
lar Verbs of the Second Conjugation, numbering over eighty in all. 

The Verb Batir belongs to the regular category of Verbs of this Con- 
jugation, in which there are about three hundred, all conjugated after this 
Verb. Their conjugation presenting no difficulties, we shall not dwell far- 
ther upon them. Lrt it be remembered, that whenever a Verb is met with 
which has its Infill. tive in ir, and which did not occur in the preceding 
Lessons, it must belong to the regular Conjugation, and be inflected like 
Batir. 

2. Adjectives in ... ^ form their Feminine by adding^to the Masculine, 
except a few Adjectives in ot and et, which double the t preceding the e. 
About eight Adjectives in et change et into ete^ for the Feminine. There 
ai*e, then, three rules for this group of Adjectives : 

I. Adding e to the Masculine. 

n. Doubling the t followed by an ^, in some cases. 

III. Changing et into ete in a few words in ,..et. 



844 



THIRD COURSE. 



THIRTEENTH LESSON OF THE THIRD COURSE. 



TO HATK. 

I shall hate. 
I should hate. 

HATING. 

I hate, thou hatest, he hates, 
we hate, you hate, they hate. 

I was hating, 
that I hate, 
hate. 

HATED. 

I hated. 

that I might hate. 



HAIK, 

je hairai, etc. 
je hairais, etc. 

hdissant. 

je hais, tu hais, il hait, 
nous haissons, vous haissez, ila 
haissent. 

je ha'issais, etc. 

que je ha'isse, etc. 

hais, etc. 

hai. (Obs. 1.) 

je hais, etc. 

que je haisse, etc. 



ADJECTIVES IN 



false. 

have you a false key ? 

I hate impostors and you hate 
them also. 

— The verb Tiairy to hate, is irregfu- 
lar in the three persons of the sin- 
gular of the indicative and in the 
second person singular of the impe- 
rative, in which the diaeresis is 
suppressed, making in that form 
but one syllable of a and i united, 
which is pronounced e. 

It is regularly conjugated in all 
the other tenses, and keeps conse- 
quently the diaeresis over i, 

red-haired, 

soft, sweet. 

jealous. 

do you prefer sweet apples to 
sour apples ? 



faux, fausse. 

avez-vous une fausse cle ? (Obs. 2.) 

je hais les imposteurs et vous les 
haissez aussi. 

— Le verbe Tialr est irregulier aux 
trois personnes du singulier de 
I'iudicatif et a la seconde personne 
du singulier de I'imperatif, dans les- 
quelles on a supprime le trema, ne 
formant plus qu'une syllable de a et 
de i reunis, qui se prononce e, 

II se conjugue regulierement dans 
tous les autres temps, et conserve 
par consequent Vi trema. 

roux, rousse. 

doux, douce. 

jaloux, jalouse. 

preferez-vous les pommes douces 
aux pommes sures ? (Obs. 1.) 



TO SPOUT OUT, TO GUSH. 

— This verb is conjugated only in 
the third person of every tense. 

water gushes out. 



jaillir. 

— Co verbe no se conjugue au'aux 
troisiemes personnes de enaquo 
temps. 

Teau jaillit. 



THIRTEENTH LESSON. 



845 



TO SPURT UP, FLY BACK, EEBOUND. 

— It is conjugated after jaiUir, 

why don't you go and play on 
the glacis like the others ? 

LIKE OTHER PEOPLE. 



REJAILLm. 

—II se conjugue sur jaillir. 

pourquoi n'allez-vons pas jouer 
sur les glacis comme les autres ? 

comme les autres. 



TO LIE (down). 

he lies, 

we lie, you lie, they lie. 

LYING. 

< — This verb is no longer in use, ex- 
cept in the tenses just cited. It is 
often found in epitaphs : 

here lies Barbarossa. * 

old. 

I have no more taste for these old 
fairy stories. 



GESIR. 

il git, ^ 

nous gisons, vous gisez, ils gisent. 

gisant 

— Ce verbe n'est plus en usage 
qu'aux temps que nous venons do 
citer. On le retrouve souvent dans 
les epitaplies ; 

ci-git Barberousse. 

vieux, vieil, vieille. 

je n'ai plus de gout pour ces vieilles 
histoires de fee. (Obs. 2.) 



TO FLOUItlSH. 

flourishing. 

he flourished. 

— When the verbj/^wri^jTO flourish, 
is used figuratively, and in the im- 
perfect or participle present, we 
generally use -jlorissant instead of 
flBurissa/itj and florissait instead of 
fiiE.jjrissait. 

it is a flourishing country. 

Plato flourished before the Chris- 
tian era. 

frightful. 

what a frightful thing ! 



FLEURIR. 

florissant, florissante. 

il florissait. 

— Lorsque le verhe fieu7'ir s'emploie 
au figure, et qu'il est a I'imparfait 
ou au participe present, on se sert 
generalement de ilorissa?it au lieu de 
JlEjjrissant, et dfe florissait au lieu 
deflEjj?'i$sait. 

c'est un pays florissant. 

Platon florissait avant I'ere chre» 
tienne. (Obs. 1.) 

afi'reux, afl'reuse. 
quelle chose affreuse I 



(Obs. 2.) 



THIRTEENTH EXERCISE OF THE THIRD COURSE. 

1. Did you decipher this manuscript at first sight? — I did not 
decipher it at first sight; it was too difiQcult. 2. Do you love 
wicked little boys ? — I hate them, I do not love them. 8. At what 
epoch did Socrates flourish ? — He flourished before the Christian 
era. 4. Did they cross the river a-foot ? — No, Sir, they crossed it 
in a carriage over the bridge. 5. Take the horse to the stable, if 
3'ou please. — I will take him [there] as soon as I have breakfasted. 
15* 



846 



THIRD COURSE. 



OBSERVATIONS. 

1. As may be seen in the Lesson, the peculiarities of each of these 
Verbs, Ea'ir^ To hate, and Fleurir^ To flourish, are merely orthographic, 
and offer little embarrassment to the Student. They are rather to be 
regarded, therefore, as slight varieties or deviations from the rule of the 
regular Verbs, than as amounting to marked irregularities. 

2. Among the Adjectives given in this Lesson, the last one is the only 
one which stands at the head of a group. The Adjectives in eux change 
eyx into euse^ to form their Feminine. All the others are individuals, form- 
ing their Feminine independently of all rules. 



FOURTEENTH LESSON OF THE THIRD COURSE. 



TO BE AMAZED, TO WONDER. 

TO SQUAT, LIE CLOSE TO THE GROUND. 

he hid himself in a corner, 
partridges squat before the dog. 



s'ebahir, (pronominal verb.) 

SE blottir, (pronominal verb.) 

il s'est blotti dans un coin, 
les perdrix se blottissent devant 
le chien. (Obs. 1.) 



FORMATION OF ADVERBS IN . . . ment^ FROM ADJECTIVES, 
FROM ADJECTrVES IN . . . ^. 

I brave, bravement. 
sage, sagement. 



brave, bravely, 
wise, wisely. 



convenient, conveniently, 
inconvenient, inconveniently, 
immense, immensely, 
conformable, conformably, 
uniform, uniformly, 
enormous, enormously, 
blind, blindly, 
obstinate, obstinately. 

treacherous, treacherously. 

to faint away. 

all his hopes are at an end. 



(Obs. 1.) 
\ions, 

commode, commodement. 
incommode, incommodement. 
immense, immensement. 
conforms, conformement. 
uniforms, uniformement. 
^norme, enormement. 
aveugue, aveuglemeut. 
opiniatre, opini^trement. 

traitre, traitrewsemcnt. (Obs. 2.) 
s'evanouir. 

toutcs ses esperances se sont 6va- 
nouies. (Obs. 1.) 



FOURTEENTH LESSON. 



347 



easy, easily, 
true, truly, 

assiduous, assiduously, 
polite, politely, 

tinpunished, with impunity, 

TO SIT, TO SQUAT UPON THE GROUND, 

[ squatted near the fire, 
the Indian squats to eat. 



FROM ADJECTIVES IN ... 6, ai, % U, 

aise, aisement. 



vrai, vraiment. 
assidu, assidument. 
poli, poliment. 

ioiu 

impunz, impunement. 



(Obs. 2.) 



SACCROUPIR. 

je me suis aecroupi pres du feu. 
rindien s'accroupit pour man- 
ger, (Obs. 1.) 



FROM ADJECTIVES ENDING IN A CONSONANT. 



none, not at all. 
pure, purely. 

common, commonly, 
importunate, importunately. 

inconvenient, inconveniently. 



aucun, aucune, aucunemeat. 
pur, purement. 

Exceptions^ 

commun, commune, coramunement. 

importun, importune, importune- 
ment. 

inopportun, inopportune, inoppor- 
tun^ment. 



deep, deeply, 

obscure, obscurely. 

precise, precisely. 

confused, confusedly, 

express, expressly. 

they arrived precisely at the hour 
indicated. 

the Hague, the capital of Holland, 

La Rochelle, a town of France. 

Havre, another town of France, 

Havana, the capital of the Island 
of Cuba. 

New Orleans. 

Detroit. 



profond, profonde, profondement 

obscur, obscure, obscurement. 

precis, precise, precisement. 

confus, confuse, confusement. 

expr^s, expresse, expressement. 

ils sont arrives precisement a 
rheure indiquee. (Obs. 2.) 

La Haye, capitale de la Hollande. 

La Rochelle, ville de France. 

Le Havre, autre ville de France. 

La Havane, capitale de Tile de 
Cuba. 

La liTouvelle-Orleans. 

Le Detroit. 



FROM ADJECTIVES IN . . . ant^ ent. 



constant, constantly, 
eloquent, eloquently. 



constant, constante, constamment . 
eloque7i^ eloquente, eloqnemrnent 



us 



THIRD COUKSR 



JExceptions, 



slow, slowly. 
Tenement, vehemently. 



present, presently. 

hasten slowly I exclaims the poet 
Boileau. 

to act. 

how did this artist act in this 

affair ? 
did he act properly ? 
he does not act prudently, with 

prudence. 

what is the matter ? 



lent, lent^, lentement. 

vehement, veh^ment^, veh^ment^ 
ment. 

present, present*?, presentiment. 

hatez-vous lentement I s'ecrie le 
poete Boileau. (Obs. 2.) 

agir. 

comment cet artiste a-t-il agi dana 

cette affaire ? 
a-t-il agi comme il faut ? 
il n'agit pas prudemment, avec 

prudence. 

de quoi s'agit-il f 



FOURTEENTH EXERCISE OP THE THIRD COURSE, 

1. Do all the regular verbs have a direct regimen ? — Some [of 
them] have and others have no regimen at all. Some are active, 
others neuter, and, a few, reflective verbs. 2. Do you copy all your 
lessons with care ? — I copy them with the greatest care. 3. How 
many rules were given for the formation of the adverbs in ment ? 
— There were four rules given in the observations. 4. How are 
you since your return from the country ? — I feel a great deal bet- 
ter. 5. Will you not come home to-morrow ? — I will try to go there 
early in the afternoon. 6. Will you not remain for tea ? — Thank 
you, it would then be too late to return home. Good bye. 



OBSERVATIONS. 

1. The four Verbs given in this Lesson are the only Pronominal Verbs 
among the Eegular Verbs of the Second Conjugation. Those belonging to 
the Irregular groups were introduced previously. 

2. The characteristic termination of the French Adverb is ment^ as ly 
i& that of the English. Ment seems to come from the Latin word Mens, 
Mente, meaning Mind, Intent, Purpose, Way, Manner, etc. The formation 
of the French Adverb is far from being as simple as in English. Let the 
Student pay strict attention to the following rules ; 

I. The Adjectives in e add ment to the Singular: Brave, hrave- 
MENT. (For exceptions see the Lesson — changing of e to e.) 

n. Those in e, u, ai, and i, arc formed by adding ment to the Masculino 
Singular: Assidu, Assida uest. (See the Lesson for the exception in L) 



FIFTEENTH LESSON. 



849 



in. All the otiier Adjectives — except those in ant and ent — form the 
Adverb by adding Tuent to the Feminine Singular ; Chretien^ chretiennCy 
chretien?ie ME^Tj etc. (See Lesson for exceptions.) 

IV. The Adjectives in ant change this termination into amment: 
Const ANT, const amment ; and those in ent into emment : Prud ent, pru- 
c^EMMENT. (See Lesson for exceptions.) 



FIFTEENTH LESSON OF THE THIRD COURSE. 



the Genesee Yalley canal. 

do you start for ]S"aples, for 
Havre, for Paris, or for Eng- 
land? 

will you land in New York or in 
Kew Orleans, in America ? 

to leap over. 

after passing over the Alps with 

his troops. Napoleon entered 

Italy. 

India, Indies, in, to the Indies. 
Japan, in Japan. 
Canada, in Canada. 
the Levant, in the Levant. 
Denmark, in Denmark. 
China, to China. 
"Wales, in "Wales. 

will you go to Wales also while 
you are in England ? 

will you pass thence to Canada ? 

will you not stop in Japan, in i^- 
turning from China ? 

will he come back to the Indies? 

Venezuela, in, to Venezuela. 
Peru, in Peru. 
Chili, in Chili. 
Brazil, in Brazil. 
Labrador, in Labrador. 



le canal de la vallee de Genesee. 

partez-vous pour Naples, pour le 
•Havre, pour ?aris, ou pour I'An- 
*^l-eterre ? 

debfcquerez-vous a New York ou 
^rik Nouvelle-Orleans, en Ame- 
riq^tffe ? ^ (Obs. 1.) 

fran^ir. ^ 

apres avoir franchi les Alpes avec 

ses troupes. Napoleon entra en 

Italic. V 

rinde, Jr^ Indes, aux Indes. 

le Japon, au Japon. 

le Canada, au Canada. 

le Levant, dans le Levant. 

le Danemark, au Danemark. 

la Chine, a la Chine. 

le pays de Galles, au pays de 
Galles. 

irez-vous aussi au pays de Galles 
tandis que vous serez en Angle- 
terre ? 

passerez-vou3 de la au Canada ? 

ne vous arreterez-vous pas au Ja- 
pon en revenant de la Chine ? 

reviendra-t-il aux Indes ? (Obs. 1 ) 

le Venezuela, au Venezuela. 

le Perou, au Perou. 

le Chili, au Chili. 

le Bresil, au Bresil. 

le Labrador, au Labrador. 



350 



THIRD COURSE. 



the father-in-law. 
the fathers-in-law. 

my mother-in-law. 
our mothers-in-law. 

my brother-in-law. 
my sister-in-law. 

your daughter-in-law. 
your son-in-law. 

Isabella the First, queen of Spain 
and Aragon. 

do you study the history of ]SIm- 
poleon the First, emperor of 
France and king of Italy ? 

Philip the Second, king of Spain 
and the Netherlands. ^ 

George the Third, king of Eng- 
land. 

Henry the Fourth, king of France. 

Charles the Fifth. 

Ferdinand the Sixth. 

Pius the Ninth, the Pope. 

to yelp. 

the* pup yelps. 

to rough-cast. 

have they not done yet rough- 
casting the wall t 

in all France. 

in all Paris. 

in all New Orleans. 

in all the United States. 



le beau-pere. 
les beaux-peres. 

ma belle-mere, 
nos belles-meres. 

mon beau-frere. 

ma belle-soeur. (Obs. 2.) 

votre belle-fille ou bru. 

votre beau-fils ou gendre. (Obs. 2.) 

Isabelle premiere, reine d'Espagne 
et d' Aragon. 

6tudiez-vous I'histoire de Napoleon 
premier, empereur de France et 
roi dltalie ? 

Philippe deux, roi d'Espagne et 
des Pays-Bas. (Obs. 3.) 

Georges trois, roi d'Angleterre. 

Henri quatre, roi de France. 
Charles cinq ou Charlequint. 
Ferdinand six. 
Pie neuf, pape. (Obs. 8.) 

glapir. 

le petit chien glapit. 

crepir. 

n'a-t-on pas encore fini de crepir 
le mur ? 

dans toute la France. 

dans tout Paris, 

dans toute la Nouvelle-Orleans. 

dans tons les iJtats-Unis. 



FIFTEENTH EXERCISE OF THE THIRD COURSE. 

1. Are you not glad to see the end of this course ? — Indeed, I 
am [so]. 2. How many courses are there remaining to finish the 
whole ? — There are two more courses. 3. Are you frightened at 
the length which remains to be overrun ? — Not at all, provided I 
succeed in penetrating all the secrets of the language, pronuncia- 
tion, orthography, and the other difficulties. 4. Shall we have 



FIFTEENTH LESSON. 851 

verbs in the next course ? — Oh, yes, we shall have the verbs of 
the third conjugation. 5. Please tell me what is the termination 
of the infinitive. — It is in oir, 6. Good bye, Mary. — Good bye, 
my dear little brother. 



OBSEKVATIONS. 

1. The names of places may be divided into two classes : I. The names 
of countries, and II., Those of cities, towns, and villages. 

I. The remarkable difference, with respect to names of countries, be- 
tween the two Languages, is the use of the Article in French, while it is 
not employed in English : 

V Europe^ Eueope ; La France^ France. 

The six principal Prepositions used with the names of countries are : 
De, Of, From ; En^ Dans, In ; Sur, Towards, Over ; Pour, For ; Vers, To- 
wards ; the use of which is illustrated in the following examples : 

Le tabac de VAmerique, American tobacco. 

A mon retour (P Amerique, On my return from Amerk;^. 

En Amerique, In America. 

Dans VAmerique du Nord, In North America. 

Sur VAmerique, Towards America, Over America. 

Vers V Aine7^iqiLe, Towards America. 

Four VAmerique, For America. 

En and Dans are sometimes used indifferently with the Noun ; but 
should the word Tout.^ All, be inserted, then Dans is exclusively employed : 

Dans toute V Europe, In all Europe. 
Dans toute la France, In all France. 
Dans tout Paris, In all Paris. 

Some names of countries always take the Article, as a few cities do. (See 
L. 14, 3d Course.) Then, again, en cannot be used, and the words au, a 
la, aV, and a.,. Us, according to the Gender and Number of the Noun, 
must be used in its place ; 

Aller au Japon, aux Indes, etc. 

A toutes les Indes, etc. 

n. With the names of cities, etc., the Prepositions above named are 
generally used without the Articles. But there are a few that take the Ar- 
ticle, such as La Nouvelle- Orleans, (The New Orleans.) With these, a 
must be used instead of en* 



352 THIRD COURSE* 

2. In compound words where an Adjective and a Noun are the elements, 
they agree in Gender and Number. 

The word Bru is very often used for Daughter-in-law, and Gendre for 
Son-in-law. 

3. To designate, in French, the succession of sovereigns having the 
same name, the ordinal number must be used for the First : Napoleon Pre- 
mier, and not Napoleon Un, and the ordinal or cardinal number for Sec- 
ond, at option. We may say with equal propriety : Philippe Deux, or 
Philippe Second. 

Observe, the Definite Article is not used, in French, before the number : 
they say : Napoleon Premier, and not (Ze) Premier with the Article, as in 
English. 

For the other numbers, the Cardinals are used instead of the Ordinals, 
that is, Trois^ Three, Quatre, Four, etc., instead of Third, Fourth, etc. 
But the peculiar form Quint is used for Cinq, Five, with the names of two 
sovereigns : Charlequint^ and Sixtequint a celebrated pope. 

Of two Nouns mentioned together, meaning the same thing — one de- 
fining the other — the latter is said to be in apposition with the former ; 
thus, Philippe^ roi, Philip, king, etc. In these cases of the names of 
kings, the two Languages agree in dropping the Article from the latter 
Noun. Generally in cases of apposition, however, the Article is used in 
EngUsh, as Pius, the Pope, and dropped in French, as Pie^ Pape, et3. 
(See also examples in the previous Lesson.) 



FOURTH COURSE. 



FIRST LESSON OP THE FOURTH COURSE. 

VERBS IN choir. 



TO FALL. 
FELL. 

— This verb is used only in the in- 
finitive and in the participle past. 

this philosopher, whilst looking at 
the stars, let himself fall into a 
well. 

the bootmaker, 
the hatter. 

TO EXPIRE, TO FALL DUE, TO HAP- 
PEN. 

it expires. 

it expired ; that it might expire. 

it will expire ; it would expire. 

EXPIRED. 



— ^This verb is hardly used except in 
the third person singular, and with 
the auxiliary to be, in the compound 
tenses. 

the emperor, 
the governor. 

he hopes that the good lot will 
fall to him. 

that has fallen to him by lot. 

the first quarter comes due on a 
Sunday. 

this bill of exchange is due. 

in case it happens. 



CHOIR. 

chu. 

— Ce verbe ne s'emploie qu'a I'infi- 
nitif et au participe passe. 

ce philosophe, en regardant les 
astres, se laissa choir dans un 
puits. (Obs. 1.) 

le bottler, 
le chapelier. 

ECHOIR. 

il echoit. 

il echut ; qu'il echut. 

il echerra ; il echerrait. 

echu. 

echeant. 

— Ce verbe ne se conjugue guere 
qu'a la troisieme personne du singu- 
lier. On emploie I'auxiliaire etre dans 
les temps composes. 

I Pempereur. 
I le gouverneur. 

il espere que le bon lot lui echerra. 

cela lui est echu en partage* 

le premier terme echoit un di- 
manche. 

cette lettre de change est echue. 

le cas echeant. 



854 



FOURTH COURSE. 



the [book] folder, 
the seamstress. 



la plieuse. 
la couturiere. 



eloquence and good taste begin to 
decline. 

— This verb is conjugated after 
echoir ; it is little used except in the 
same tenses and in the same person. 
It is accompanied by the auxiliary 
TO BE or TO HAVE in the compound 
tenses, according as it expresses an 
action or state. 

this heir is deprived of his right. 

Is'apoleon was overthrown from 
the empire by all Europe united. 

the fall. 

the expiration. 

the loss, forfeiture. 



Feloquence et le bon gout com 
mencent a dechoir, 

— Ce verbe se conjugue sur eclioir ; 
il ne s'emploie guere qu'aux memes 
temps et a la meme personne. II est 
accompagne de I'auxiliaire etre ou 
m^oir dans les temps composes, selon 
qu'il exprime une action ou un etat. 



cet heritier est dechu de son droit 

ISTapoleon a ete dechu de Tempire 
par I'Europe coalisee, 

la chute. 
I'echeance. 
la decheanee. 



GENDER OF FRENCH NOUNS. 
NOUNS, MASCULINE OE FEMININE BY SEX. 



my uncle, 
my aunt. 

my cousin, 
my cousin. 

my brother, 
my sister. 

where are you going ? — I am go- 
ing to meet my brother and my 
sister who are coming from 
CinciDnati. 



mon oncle. 
ma tante. 

mon cousin, 
ma cousine, 

mon frere. 
ma soeur. 



ou aliez-vous ? — Je vais au-devant 
de mon frere et de ma sceur qui 
arrivent de Cincinnati. (Obs. 2.) 



FIRST EXERCISE OF THE FOURTH COURSE, 

1. What course are we beginning just now? — We are begin- 
ning the fourth course. 2. Is it important that we should study 
the gender of French nouns ? — It is important that we should 
study it well because the article, pronoun, and adjective agree 
with the noun, in number and gender. 3. What is the termination 
of the infinitive of the verbs of the fourth conjugation? — It is in 
oir, 4. Where are you going? shall I not accompany you? — 
I am going to visit my cousin and my aunt ; will you not come 
with me ? 



SECOND LESSON. 855 

OBSERVATIONS. 

1. The characteristic features of this conjugation are its Infinitive in 
. . . oir — those of the first and second ending in . . . er and ,,,ir respectively 
—and its Participle Past in u — the two first conjugations having e and i. 
The Verbs of this conjugation are not very numerous, but several among 
them may be reckoned amongst the words most frequently used in 
Prench. 

2. The Gender of French Nouns is, no doubt, one of the greatest im- 
pediments in the way of learning French, as there is so often no rule by 
which it can be settled to which Gender a word belongs. To do tull 
justice to this subject would require a special treatise, for which we have 
no room. We shall not leave the subject, however, untouched ; but, in 
order not to load the memory of the Student with rules and exceptions, 
we shall limit our observations to a few rules, which will contain hardly an 
exception. Words not included in the rules must be learned individually 
by observing the Article by which they are attended. 

The French have but two Genders : the Masculine and the Feminine. 
They are determined partly by the sex ; partly by the termination of the 
Noun ; and partly by the particular class of objects to which the word 
belongs, the whole class being assigned to one or the other Gender, as, 
for example, all metals are Masculine ; all Infinite Modes, used substan- 
tively, are Masculine, etc. 

I. As respects sex : Whenever a Noun is used to designate a being 
belonging to the male sex, it is Masculine. 

n. When used to designate one of the female sex, it is Feminine * aa 
illustrated in this Lesson. 



SECOND LESSON OF THE FOURTH COURSE. 

VEKBS IN . . . loir. — Falloir. 



TO BE NECESSARY, MUST. 

it will be necessary, 
it would be necessary. 

it is necessary. 

it was necessary. 

that it may be necessary. 

BEEN NECESSARY. 

it was necessary. 

that it might be necessary. 

it has been necessary. ^ 



FALLOIR. 

il faudra. 
il faudrait. 

il faut. 

il fallait. 

qu'il faille. 

fallu, 

il fallut. 
qu'il fallut. 

il a fallu, etc. 



856 



FOURTH COURSE. 



has it not been necessary ? 

— This verb is a unipersonal verb 
which is used only in the preceding 
tenses. 



n'a-t-il pas fallu ? etc. 

— Ce verbe est un verbe uuiperson- 
nel qui n'est usite que dans les 
temps qui precedent. 



the cholera. 

a sofa. 

the furbelow. 

how much did you pay for this 
sofa at auction ? 

I must have money. 
I must have some. 

must you have a good deal ? 
I must have a little [of it]. 

how much must you have ? 
we must have one hundred dollars 
in gold. 

lead. 

the refitting of a ship. 

are you going to melt lead in this 
tube? 

what do these gentlemen want ? 
they want some candles. 

do they not want any ? 
what do they want ? 

do you carry as much provisions 

as you w^nt ? 
do you not carry more [of them] 

than you want ? 

the lake. 

tobacco. 

the beak. 

a rock. 

close this gaslight. 



GENDER OF FRENCH NOUNS. 
MASCULINE BY THEIR TERMINATION. 

Si — le cholera, 
un sofa, 
le falbala. 



combien avez-vous paye ce sofa a 
Tencan ? (Obs. 1 ) 

il me faut de I'argent. 
il m'en faut. 

vous en faut-il beaucoup ? 
il m'en faut un pen. 

combien vous en faut-il ? 

il nous faut cent piastres en or. 



I> — du plomb. 

le radoub. 

allez-vous couler du plomb dana 
ce tube ? (Obs. l.', 

que faut-il a ces messieurs ? 
il leur faut de la chandelle. 

ne leur en faut-il pas ? 
que leur faut-il ? 

apportez-vous autant de provisions 

qu'il vous en faut ? 
n'en apportez-vous pas plus qu'il 

ne vous en faut ? 



C — le lac. 

du tabac. 

le bee. 

un roc. 
fermez ce bee de gaz. 



(Obs. 1.) 

now much cloth did you require I combien d'^toffe vous a-t-il fallu 

for this great coat? pour cette redingote ? 

I required two metres and a half, il m'en a fallu deux metres et de- 
mi. 



SEC0l5rD LESSON. 



357 



Che mist 

the north. 

of the south. 

does this mist come from the 
north or the south ? 

must I run so far to get a metre 
of calico ? 

— The verb falloir governs the fol- 
lowing verb in the subjunctive when 
it is intended to give a precise signi- 
cation to the sentence, as to the per- 
son or subject of the second verb ; 
otherwise it governs the infinitive. 

a pond. 

herring. 

did you find this big herring in 
this small pond ? 

to be wanting, to be far from . . . 

it is far from . . . 

you are far from being as warm 
as I am, 

the gun. 

an arm-chair. 

this hotel. 

the canal. 

the cattle. 

thread. 

were you lodging in this hotel, on 
the border of the canal ? 

I was very near becoming a 
cripple from the consequences 
of this fail. 

an echo, 

the field. 

cloth. 

the cock. 

the cock is in the field with the hen 
and her little ones. 



d — le brouillard. 

le nord. 

du sud. 

ce brouillard vient-il du nord ou 
dusud? (Obs. 1.) 

faut-il que je coure jusque la pour 
avoir un metre de calicot ? 

— Le \QrhQ falloir gouverne le verbe 
suivant au subjonctif lorsqu'il s'agit 
de preciser le sens de la phrase par 
rapport a la personne ou au sujet du 
second verbe ; autrementil gouverne 
I'infinitif. 



g — mi( 

du hareng, 

avez-vous trouv6 ce grcjs hareng 

dans ce petit etang ? 

s'en falloir. 

il s'en faut, etc. 

il s'en faut bien que vous ayez 
aussi chaud que moL 

1 — le fusil. 

un fauteuil. 

cet hotel. 

le canal. 

le betail. 

dufil. 

logiez-vous dans cet hotel, sur le 
borddu canal? (Obs. 1.) 

peu s'en est fallu que je ne de- 
vinsse boiteux des suites de cette 
chute. (Obs. 2.) 

O — un echo. 

p — le champ, 
du drap. 

q — le coq. 

le coq est dans le champ avec la 
poule et ses petits. (Obs. 1.) 



858 



FOURTH COURSE. 



I lack very little of weigliing as 
much as she does. 

he was very near falling. 



the nose, 
the rice, 
you will break your nose. 

AT ANT RATE. 

we must start to-morrow morn- 
ing at any rate. 



il s'en faut de peu de chose que je 
ne pese autant qu'elle. 

il s*en est peu fallu qu'il ne torn- 
bat. 

Z — le nez. 
le riz. 
vous vous casserez le nez. (Obs. 1.) 

a tout prix. 

il faut partir demain matin a tout 
prix. 



SECOND EXERCISE OF THE FOURTH COURSE. 

1. Does the verb falloir offer any difficulty? — I think it must 
be studied with great care. 2. Are the verbs falloir and s* en fal- 
loir very frequently used in French? — They are very frequently 
used. 3. Must you start early in the morning ? — I must start as 
early as possible. 4. I fell by running too fast. — Was it necessary 
that you should run fast ? 5. You must come to our house to- 
morrow. — I will try to come at two o'clock. 



OBSEEVATIONS. 

1. The French Nouns which are always Masculine, and may be recog- 
nized by their termination, are those ending in a, 5, c, d^g^ l, o, p^ q, z, 

2. The Reflective, Unipersonal, and Idiomatical Verb S^ en falloir, il s'en 
faut, There lacks, It is far from it, govern the following Verb in the 
Subjunctive. "When used negatively or interrogatively, or followed by an 
Adverb expressing negation, partial negation, or doubt, such as Bien, 
Nothing ; Guere, Little, hardly ; Peu, Little ; it requires the Negative 
Ne before the following Verb, as illustrated above. 



THIRD LESSON OF THE FOUKTH COURSE. 

VERBS IN . . . loir, — Valoir, 

VALOIR. 



TO BE WORTH. 

I shall be worth. 
I should be worth. 

BEING WORTH. 



je vaudrai, etc. 
je vaudrai s, etc. 

valant. 



THIRD LESSOK. 



359' 



I am worth, thou art worth, he is 

worth, 
we are worth, you are worth, 

they are worth. 

I was worth. 

that I may be worth, that you 
may be worth, that he may be 
worth, 

that we may be worth, that you 
may be worth, 

that they may be worth. 

BEEN WORTH. 

I was worth. 

that I might be worth. 

is this worth an3rthiDg ? 
how much is this worth ? 
that is not worth anything, 
that is worth less than nothing. 



je vaux, tu vaux, il vaut, 

nous valons, vous valez, ils valent. 

je valais, etc. 

que je vaille, que tu vailles, qu*il 
vaille, 

que nous valions, que vous valiez^ 

qu'ils vaillent. 

valu, 

je valus, etc. 

que je valusse, etc. 

cela vaut-il quelque chose? 
combien cela vaut-il ? 
cela ne vaut rien. 
cela vaut moins que rien. 



GENDER OF FRENCH NOUNS. 
MASCULINE BY THE CLASS OF WORI>S TO WHICH THEY BELONO. 



Virginia [tobacco]. 
Mocha [coffee]. 
Champagne [wine]. 

do you doubt that these guns are 
worth, one with another, more 
than fifty dollars each ? 

let them be worth that or not, do 
you buy them at that price ? 

the break-neck place, 
an alarm-clock, 
the quilt. 

to be better, to be preferable. 
facts are better than words. 

would it not be better that they 
should go away without dela}^ ? 

— The verb to be better, uniper- 
sonally used, governs the subjunc- 
tive or the infinitive. 

an IF. 

a BUT. 



du virginie. 

du moka. 

du champagne. 



(Ofcs. 1, l) 



doutez-vous que ces fusils vaillent, 
Tun portant Tautre, plus de cin- 
quante piastres, chaque ? 

qu'ils vaillent ou ne vaillent pas 
cela, les achetez-vous a ce prix ? 

le casse-cou. 

un reveille-matin. 

le couvre-pied. (Obs. 1, n.) 

valoir mieux. 

les faits valent mieux que les pa- 
roles. 

ne vaudrait-il pas mieux qu'ils 
partissent sans retard ? 

— Le verbe valoh' mkux, employe 
unipersonnellement, gouverne le 
subjonctif ou I'infinitif. 



un s^. 
un mais. 



(Obs. 1, m.) 



360 



FOURTH COURSE. 



to be worth while. 

will it be worth while to establish 
a store at this corner if this 
house is demolished this spring ? 

will it be worth while ? 

the gait, way of walking, 
the meat. 

the sleeping. 

TO PREVAIL. 

— It is conjugated after valoiry to be 
WORTH, the subjunctive present ex- 
cepted : 

that I prevail, that you prevail, 

that he prevail, 
that we may prevail, that you 

may prevail, 
that they may prevail. 

custom must not prevail over 
reason. 

UNSEASONABLY. 

ONE AFTER ANOTHER. 

MORE THAN ONCE. 

TO AVAIL ONESELF OF, TO TAKE AD- 
VANTAGE OF. . . 

he takes advantage of the weak- 
ness of his enemy to over- 
whelm him. 

the loose dress, 
the deshabille, 
the process, way of acting. 

the lie. 

the declivity, propension. 
the edge. 

the public, 
the place. 

the green, 
the yellow. 

the iron-grey, 
the apple-green. 



valoir la peine. 

vaudra-t-il la peine d*etablir un 
magasin a cette encoignure si 
Ton demolit la maison ce prin- 
temps ? 

cela en vaudra-t-il la peine ? 

le marcher, 
le manger. 

le dormir. (Obs. 1, iv.) 

PREVALOIR. 

— ^11 se conjugue sur valoir a 1' excep- 
tion du subjonctif present : 

que je pre vale, que tu pre vales, 

qu'il prevale, 
que nous prevalions, que vous pre- 

valiez, 
qu'ils prevalent. 

il ne faut pas que la coutume pre- 
vale sur la raison. 

mal d propos, 
coup sur coup, 
plus d^une fois, 

se prevaloir, de. , , 

il se prevaut de la faiblesse de son 
ennemi pour Taccabler. 



le neglige. 
le deshabille, 
le precede. 

le dementi. 



le penchant, 
le tranchant. 

le public, 
le local. 

le vert 
le jaune. 

le gris-fer. 

le vert-pomme. 



(Obs. 1, V.) 
(Obs. 1, V.) 
(Obs. 1, V.) 
(Obs. 1, V.) 
(Obs. 1, V.) 



THIRD LESSON. 



361 



the Sanscrit, 
the French. 

the double, 
the treble. 

TO BE EQUIVALENT, (to bc worth as 
much, to be of the same value, 
of the same price.) 

this answer is equivalent to a re- 
fusal. 

— This verb is used only in speak- 
ing of things, and is conjugated 
only in the third persons of each 
tense. 



le Sanscrit. 

le frangais. (Obs. 1, v.) 

le double, 

le triple. (Obs. 1, v.) 

EQUTVALont, (valoir autant, etre de 
meme valeur, de meme prix.) 

cette reponse equivaut a un refus. 

— Ce verbe ne s'emploie qu'en par- 
lant des choses : il se conjugue seu- 
lement aux troisiemes personnes de 
chaque temps. 



THIRD EXERCISE OP THE FOURTH COURSE. 

1. What new verb has been introduced into this lesson ? — The 
verb 'oaloir and its compounds, jpri'oaloir and equivaloir. 2. Is 
the verb prevaloir similar, in all its tenses, to 'oaloir ? — No, Sir, 
the subjunctive present of jprevaloir is not conjugated in the same 
manner. 3, Is this piece of cotton worth as much as this other 
one ? — It is not worth as much. 4. Do you think it worth while 
to move from this house after having passed one month only in it ? 
— Mamma does not like the house, and we must move on account 
of that 



OBSERVATIONS. 

1. The Gender of a great number of French Nouns may be ascertained 
by the class to which they belong, or by the meaning they convey, 
"whether they be abbreviations by ellipsis, compound words, or a class 
of words not originally Nouns, but used substantively. 

The following are the rules on this subject : 

I. When a product of any kind is manufactured or grown in a certain 
place, the name of the place is sometimes used instead of the product 
itself, in which case it takes the Gender of the product. Example : Du 
Virginie^ that is to say, Du tabac de la Virglnie^ etc. 

II. Compound Nouns, except Garde-robe, a Wardeobe, are masculine ; 
as also the three following cases : 

in. Conjunctions, Adverbs, Prepositions, substantively used ; 

IV. Infinitives substantively used ; 

V. Participles Past, Participles Present, and Adjectives, substantively 
used. 

16 



862 



FOURTH COURSE. 



FOURTH LESSON OF 



TO WILL, TO WISH FOR, TO BE WIL- 
LING. 

I shall will, or wish. 
I should will. 



I will, thou wilt, he will, 
we will, you will, 
they will. 

I was willing, or wishing. 

that I will, that you will, that he 

will, 
that we will, that you will, 

that they will. 

let us will. 

be willing, please. 

WILLED. 

I willed. 

that I might will. 



THE FOURTH COURSE. 

loir, — Fouloir, 

VOULOIR. 

je voudrai, etc. 
je voudrais, etc. 

voulant. 

je veux, tu veux, il veut, 
nous voulons, vous voule2^ 
ils veulent. 

je voulais, etc. 

que je veuille, que tu veuilles, 

qu'il veuille, 
que nous voulions, que vous vou- 

liez, 
qu'ils veuillerit. 

veuillons. 
veuillez. 

voulu. 

je voulus, etc, 

que je voulusse, etc. 



the second of March, March the 
second. 

second of March, March the se- 
cond. 

the first of April, April the first. 
April the first. 

May the eleventh. 

Paris, June the twenty-ninth. 

Lyons, July the twenty-eighth, 

one thousand eight hundred 

and fifty-six. 

will you have your tea? 

will you have it now ? 

what do you wish? what must 
you have ? 

I wish for [should like] a piece of 
this mutton cutlet.— Very well, 
I will help you to a piece of it. 



GENDER OF FRENCH NOUNS. 

le deux de mars, le deux mars. 

deux mars. 



le premier avril, le premier d'avril. 
premier avril. 

le onze de mai. 

Paris, le vingt-neuf juin. 

Lyon, vingt-huit juillet mil huit 
cent cinquante-six. (Obs. 1, vl) 

voulez-vous votre the ? 
le voulez-vous a present ? 

que voulez-vous ? que vous faut-il ? 

je voudrais un morceau de cette 
cotelette de mouton. — ^Tr(^s bien, 
je vais vous en servir un mor- 
ceau. 



FOURTH LESSON. 



36S 



do yon want this, that? do you 
want some ? 

steel, 
zinc. 

I am willing yon should, I consent 
to it; God will it! 

how much does he want for this 

land? 
he wants three thousand dollars 

for it 

what have you a grudge against 
me for ? 

I have not a grudge against you 
ataU. 

to have a grudge against some- 
body. -^ 

^ the mulberry tree. ^ 
the apple tree. 
the willow. 

will you be so kind as to pass me 
the sugar ? 

silence ! will you keep quiet ? 

at what hour does mother want 
us to come back ? k 



Monday. 
Tu2sday. 
Sunday. 

the spring. 



on the' 
on the 
on the 



voulez-vous de ceci, de cela? en 
voulez-vous ? 

I'acier. 

le zinc. (Obs. 1, vn.) 

je le veux bien ; Dieu le veuille I 

combien veut-il de cette terre ? 
il en veut trois mille dollars. 

pourquoi m'en voulez-vous ? 
je ne vous en veux pas du tout 
en vouloir a quelqu'un. 



le murier. 
le pommier. 
le saule. 



(Obs. 1, vm.) 



voulez-vous avoir la complaisance 
de me passer le sucre ? 

silence ! voulez-vous bien vous te- 
nir tranquilles ? 

a quelle heure maman veut-elle 
que nous revenions ? (Obs. 2.) 

le lundi. 
le mardi. 
le dimanche. 



le printemps. 



(Obs. 1, rx.) 



what does that mean ? 

that does not mean anything. 

what do those Latin words 

mean? 
they mean nothing. 

what does this ship-builder 
mean? 

what does he mean ? 

to mean, to signify. 

to be willing, to consent, to have 
no objection to. 



j qu'est-ce que cela veut dire ? 
{ que veut dire cela ? 
cela ne veut rien dire. 

que veulent dire ces mots latins ? 

ils ne veulent rien dire. 

que veut dire ce constructeur da 

navire ? 
( qu'est-ce qu'il veut dire ? 
I que veut-il dire ? 

vouloir dire. 

vouloir bien. 



864 



FOURTH COURSE. 



FOURTH EXERCISE OF THE FOURTH COURSE. 

1. What does this French word mean? — It means this, that 
2. To what gender do the names of trees belong ? — They belong 
to the masculine gender. 3. Will you show me this new penknife, 
if you please? — I am willing to show it to you after I have used 
it to mend my pen. 4. Do you want me to go below for you ? — 
I want you to go there for me, to bring me some water. But you 
must go directly. 



OBSERVATIONS. 

1. The Gender of French Nouns — masculine by their signification, is 
continued in this Lesson. 

VI. Numbers used in dates, Le premier, The ttrst (of the month), 
and the Cardinal Numbers which then foUow instead of the Ordinals, as, 
Le deux, The second ; Le trois, The thhid, etc. Observe that they say, 
Lo onze, and not Vonze, although onze begins witl^ Vowel. 

vn. Names of metals ; 

vni. Names of trees ; 

IX. Names of days and seasons ; all Masculine. 

2. Vouloir requires the following Verb in the Subjunctive when the 
subject of such a Verb is not in the same person as that of Vouloir ^ 
otherwise the Infinitive should be used. Vbulez-vous que faille laf Do 
you "WISH THAT I SHOULD GO THERE ? I and You being different persons ; 
but VouleZ'Wu^ aller la f Will you go them: ? your action alone being 
considered. 



FIFTH LESSON OF TUP FOURTH COURSE. 



verbs in seoir. 



TO BECOME, TO FIT WELL, TO BE BE- 
COMING. 

it will, they will be becoming, 
it would, they would be becoming. 



it becomes, they become. 

it was, they were becoming. 

that it may, that they may become. 

— This verb is not used in other 
tenses or in other persons than in 
those which precede. 



il siera, ils si^ront 
il sierait, ils sieraient. 

seyant 

il sied, ils silent. 

il seyait, ils seyaient. 

qu'il seye, qu'ils seyent. 

— Ce vcrbe n'est pas employ^ h. d'au- 
tres temps ou a d'autres personnes 
qu'aux temps et aux personnes qui 
precedent. 



FIFTH LESSON. 



865 



the color worn by this lady be- 
came her badly. 

it does not become you to reform 
others. 



la couleur que cette dame portait 

lui seyait mal. 
il ne vous sied pas de reformer les 

autres. 



GENDER OF FRENCH NOUNS. 
FEMININE BY THE CLASS OF WORDS TO WHICH THEY BELONG. 



Valencienne [lace]. 
Courtray [linen]. 

TO SUPERSEDE, TO PUT OFF, 
PUT OFF. 

to postpone the hearing of a case. 

— This verb is used most frequently 
in the infinitive and in the past par- 
ticiple. 



de la valencienne. 
de la courtray. 



(Obs. 1, l) 



SURSEOnU 

sursis, 

surseoir au jugement d'une affaire. 

— Ce verbe s'emploie le plus souvcnt 
a I'infinitif et au participe passe. 



mid-lent. 

the middle of January. 


la mi-careme. 

la mi-janvier. (Obs. 1, n.) 


TO SET, TO SET DOWN. 


ASSEOnU 


I shall set. 
I should set. 


j'assierai, etc. 
j'assierais, etc. 


SETTING. 


asset/ant 


I set, thou settest, he sets, 
we set, you set, they set 


j'assieds, tu assieds, il assied, 
nous asseyons, vous asseyez, ils 
asseyent. 


I was setting. 


j'asseyais, etc. 


that I may set. 


que j'asseye, etc. 


set. 


assieds, etc. 


SET, SEATED. 


assiSf assise. 


I set. 

that I might set. 


j'assis, etc. 

que j'assisse, etc. 


set this sick person in an arm- 
chair. 


asseyez ce malade dans un fau- 
teuil. 


TO SIT DOWN. 

there are no chairs to sit down ; I 
am going to look for some. 


s'asseoir, 

il n'y a pas de chaises pour s'as- 
seoir; je vais aller en chercher. 


Saint John's day. 

Michaelmas. 

Saint Valentine's day. 

All Saints' day. 


la Saint-Jean. 

la Saint-Michel. 

la Saint- Valentin. 

la Toussaint. (Obs. 1, m.) 


EVERYWHERE. 


partout. 


PRINCIPALLY. 


surtout. 



866 



FOURTH COURSE. 



do you bet that the giraffe is dead ? 

I do not bet that the giraffe is 
dead. 

to bet. 
to suppose, 
to bet. 
to suspect, 
to hope, 
to affirm. 

WE, Tjs, (others). 

YOU. 

THET, THEM, 

are you going to sit down in my 
arm-chair, [you others !] 

do you assure me that it is six 

o'clock precisely ? 
I do not assure you that it is six 

o'clock precisely. 

to assure, 
to think, ^ 
to forget. 
to confess, 
to declare. 
to publish, 

AS FOR THE REST, FINALLY, 
BESIDES, MOREOVER. 

my mother did not judge proper 
that I should finish my task, 

to swear, 
to judge. 



pariez-vous que la girafe soit 

morte ? 
je ne gage pas que la girafe soit 

morte. 

parier, 

supposer, 

gager. 

soupgonner, 

esperer, 

affirmer. (Obs. 2.) 

nous autres. 

vous autres, 

eux autres, 

allez-vous vous asseoir dans mon 
fauteuil, vous autres! (Obs. 3.) 

m'assurez-vous qu'il soit six heures 

precises ? 
je ne voas assure pas qu'il soit six 

heures precises. 

assurer. 

songer. 

oublier. 

avouer, 

declarer. 

publier, (Obs. 2.) 

au reste, 
du reste. 

ma mere n'a pas jug$ a propos 
que je finisse ma tache. 

jurer, 
juger. 



(Obs. 2.) 



NOUNS, FEMININE BT THE TERMINATION I te, tiOU, 



the quality, 

the quantity, 

the electricity. 

a truth. 

there is nothing finer than truth. 

the condition. 
a question. 
a motion, 
the petition. 

this motion was rejected unani- 
mously. 



la qualite. 
la quantite. 
I'electricite. 
une verite. 

il n'y a rien de plus beau que la 
verite. (Obs. 4.) 

la condition, 
une question, 
une motion, 
la petition. 

cette motion a ^te rejetee a Tuna- 
nimite. (Obs. 4.) 



FIFTH LESSON. 367 

FIFTH EXERCISE OF THE FOURTH COURSE. 

1. Will they not sit down quietly on their chair? — They will 
not sit down at all. 2. When will Thomas come back to college ? 
-.-He will come back about Michaelmas. 3. Do not sit down on 
the chair, it is wet. — It is not wet, you are mistaken. 4. Set this 
poor old man in his arm-chair, if you please. — I will set him in his 
arm-chair every time he wants it. 5. Will you not sit down for a 
few moments ? — I am in too much of a hurry, I will not sit down. 
I must go away. 

OBSERVATIONS. 
1. The rules for the Masculine Nouns — the Gender of which may be 
easily recognized by their class — having been exhausted, those for the 
Feminine are given in this Lesson : 

1. When a proper Noun of place is used in French to express a particu- 
lar article which may be found there, instead of the name of the article 
itself, the Feminino sign is employed before that Noun if the thing made 
there is Feminine. In the present examples, the first word understood 
before Valenmenne^ is Toile^ Linen : ToiU de Valencienne^ etc. (See L. 8, 
Obs. 1, I, 4th Course.) 

II. "When the diminutive Wi is prefixed to the name of the month and 
a few other words, the words so used are Feminine : La mi-decenibre. Mi 
is a construction of MbitiSj Half, a Feminine Noun. 

m. Names of holidays accompanied by the Adjective Saint^ are also 
Feminine, the word Fete, Festival, being understood. Za Saint- George, 

2. When the Verbs Farier, and the others mentioned in this Lesson, 
are used interrogatively or negatively, they govern ther following Verb in 
the Subjunctive. , When affirmatively used, they govern the Indicative. 

3. The Personal Pronouns We, You, They, Nous, Vous, Eux, are some- 
times followed by the Pronoun Autres^ Others. It is principally used 
in conversation. 

4. There is a very large number of French Nouns, ending in te and 
in tion, (chiefiy of tlie kind called Abstract Nouns). They all belong to 
the Feminine Gender, except 

I. In ie, the following : 
Le henedicite, Peayers before meals ; Le comite, The co^kTMiTTEE ; Le 
comte, The county ; Le cote, The side ; L'ete, The summer ; Le ])ate, The 
MEAT PIE ; Le traite, The treaty ; Le veloute. The velvet lace. 
n. In tion, the following : Le bastion, The bastion. 
Most Nouns in ion and ison are also Feminine. 



868 



FOURTH COURSE. 



SIXTH LESSON OF THE FOURTH COURSE. 

VEEBs IN wir. 



TO SEE. 

I shall s-ee. 
I should see. 



I see, thou seest, he sees, 
we see, you see, 
they see. 

I was seeing, 

that I see, that you see, that he 

see, 
that we see^, that you see, 
that they see. 

SEEN, 

I saw, you saw, he saw, we saw, 

you saw, they saw. 
that I might see, that you might 

see, that he might see, that we 

might see, that you might see, 

that they might se«. 

ESPECIALLY. 

BY NIGHT, IN THE NIGHT. 

do you not see the moon rising ? 
I see your design ; I see it clearly. 

in what light are you looked upon 
in this family ? 

they seem to look upon me favor- 
ably, with an evil eye, rather 
favorably, with rather an evil 
eye. 

we will go and see you before our 
departure ; we will not fail [to 

it]. 

come to see me without fail, 
see that everybody takes his seat. 

to see that. 

AFTER ALL. 
AFTER THAT, 



VOIR. 

je verrai, etc. 
je verrais, etc. 

voyant. 

je vois, tu vois, il voit, 
nous voyons, vous voyez^ 
ils voient. 

je voyais, etc. 

que je voie, que tu voies, qu*il 

voie, 
que nous voyions, que vous voyiez^ 
qu'ils voient. 

vUy etc, 

je vis, tu vis, il vit, nous vimes, 

vous vites, ils virent. 
que je visse, que tu visses, qu'il 

vit, que nous vissions, que vous 

vissiez, qulls vissent. 

notamment 

nuitammenf, 

ne voyez-vous pas la lune qui se 
leve? 

je vois ton dessein ; je le vois clai- 
rement. 

de quel oeil vous voit-on dans cette 
famille ? 

on semble me voir d'un bon oeil, 
d'un mauvais ceil, d'un assez bon 
ceil, d'un assez mauvais ceil. 

nous irons vous voir avant notre 
depart; nous n'y manquerons 
pas. 

venez me voir sans faute. 

voyez a ce que tout le monde s'as^ 
seoie a sa place. 

voir a ce que. . . (Subj.) 

apres tout, 

atpres celcu 



SIXTH LESSON. 



369 



GENDER OF PROPER NOUNS OF PLACES. 



Korth Carolina. 
South Carolina. 

TO SEE AGAIN. 

— It is conjugated as also entrevoir, to 

HAVE A GLIMPSE OF, after VOir^ TO SEE. 

I had seen him yesterday, I saw 
him again to-day. 

good bye, till our next meeting. 

TO HAVE A GLIMPSE OF. . . 

we had a glimpse of the ressel 
through the fog. 

will you agree with me that you 
did not act politely towards 
that lady? 

-^Maintenir, to maintain, soutenir, 
TO ASSERT, convenir, to agree, gov- 
ern the following verb in the sub- 
junctive when they are used nega- 
tively or interrogatively. 

to FORESEE. 

— ^It is conjugated after voir, to see, 

with the exception of the future and 

conditional which assume another 

form: 

Je prevoYsai instead of Je prevEB.- 

rai. 
Je prevoirais instead of Je prevE^- 

rais, 

they win foresee these accidents. 

therefore, wherefore. 

not long ago. 

do you lodge near this place, 

quite near this place ? 
do you lodge quite near ? 

near, quite near. 

QUnE NEAR it. 

NEAR THIS PLACE, QUITE NEAR THIS 

PLAC5E. 
QUITE NEAR IT. 

NO... 

no cloth, 
no linen. 

16* 



la Caroline du T^Tord. 
, la Caroline du Sud. (Obs. 1.) 

REVOm. 

—II se conjugue, ainsi c^^ entrevoi^^ 

sur voir, 

je Tavais vu hier, je Tai revu au- 
jourd'hui. 

a re voir ; au revoir. 

ENTREVOm. 

nous avons entreru le vaisseau k 
travers le brouillard. 

conviendrez-vous avec moi que 
vous n'ayez pas agi poliment 
envers cette dame ? 

— Maintenir, soutenir^ convenir, gou- 
vernent le verbe suivant au subionc- 
tif lorsqu'ils sont employes negati- 
vement ou interrogativement. (L. 5, 
Obs. 2, 4e Cours.) 



— ^11 se conjugue sur voir, a I'excep- 
tion du futur et du conditionnel qui 
revetent une autre forme : 

je prevoirai, au Ueu de je prevERrai^ 

etc. 
je prevoirais, au lieu de je prevER" 

raisy etc. 

ils prevoiront ces accidents. 

partant 

naguere. 

logez-vous pres d'ici, tout pr^s 

d'ici ? 
logez-vous tout pres ? 

pres de, tout pres de, , , 
tout pres, 

proche dHci, tout proche d^ici 
tout proche, 

pas de, , , 

pas de drap. 
pas de toile. 



870 



POURTH COURSE. 



TO PROVIDE FOR. 

^It is conjugated after -y^^i;* with tlie 
exception of the future, conditional, 
preterit definite, and imperfect of 
the subjunctive, which are conjuga- 
ted in the following manner : 

I shall provide* 
I should provide. 

I provided. 

that I might provide, ' 



— II se conjugue sur voir, a Pexcep- 
tion du futur, du conditionnel, du 
preterit defini, et de I'imparfait du 
subjonctif, qui se conjuguent de la 
maniere suivante : 

je pourvoirai, etc. 
je pourvoirais, etc. 

je pourvus, etc. 

que je pourvusse, etc. 



SIXTH EXERCISE OF THE FOURTH COURSE. 

1. What lesson have we come to ? — We are at the sixth lesson 
of the fourth course. 2. Are there any precise rules governing 
the gender of proper nouns of places ? — There are very few which 
have no exceptions. 3. Do the verbs revoir and entrevoir resemble, 
in their conjugation, the little verb voir ? — They are conjugated ex- 
actly after that verb. 4. Are not the verbs pre'ooir and pourvoir 
conjugated after voir also ? — They are [so], with the exception of 
a few tenses. (See the lesson.) 5. Is the verb voir very impor- 
tant ? — It is very important. How could you see without it ? 6. 
How many compounds has the verb voir? — It has four compounds. 



OBSEEVATIONS. 
1. The Gender of the names of places is subject to the same irregu- 
larities and fluctuations as that of ordinary Substantives. We shall there- 
fore abstain from giving any rules. 



SEVENTH LESSON OF THE FOURTH COURSE. 

VERBS IN . . . voir, — Avoir, 



TO HAVE. 

— ^We gave the conjugation of this 
verb in the first and second course. 



. . .long. 
. , .thick. 
. . .wide. 
. . .high. 

what is the hight of this observa- 
tory ? 



— Nous avons donne la conjugaison 
de ce verbe dans le premier et lo 
second cours. 

longde... 
6pais de . . . 
large de . . . 
haut de . . . 

quelle est la hauteur de cet obser- 
vatoire ? 



SEVENTH LESSON. 



371 



it is three hundred and sixty feet 
high. 

what is the matter with you ? 
what was the matter with him ? 
what is the matter with them this 
evening f 

. . .long. 
. . .thick. 
, . . wide. 
...high. 

what is the thickness of this wall ? 
— ^It is a wall three feet thick. 



oh! oh dear] 

well! 

nonsense ! fudge 1 

liiave no pen. — Nor I either. 

Henrietta has no enjoyment. — IS"or 
you either. 

NOR HE, NOR SHE EITHER. 
NEITHER THEY, NOR THEY EITHER. 

we did not speak of her, nor of 
you either. 

NEITHER TO HOI, NOR TO HER EITHER. 

these representatives have no 
fixed salary nor the officei*s of 
the hous-e sither, 

long, in length. 

— thick, in thickness. 
, . .wide, in width. 
. . .high, in hight. 
, . . deep, in depth. 

I have a schooner one hundred 
feet long by twenty feet wide at 
most 

KNOWINGLT. 

what gown did !Miss X. wear at 
the ball ? — She wore a red gown 
on a white ground, which fitted 
her admirably. 

this wheel is six feet in circum- 
ference. 



il est haut de trois cent soixante- 
six pieds. (Obs. 1.) 

qu'avez- vous ? 

qu'avait-il ? 

qu'est-ce qu'ils ont done ce soirl 

. . . de long. 
. . . d'epais. 
. . . de large. 
. . . de haut. 

quelle est I'epaisseur de ce mur! 
— C'est uiL anur de trois pieds 
d'epais. (Obs. 1.) 

aie ! die J 
bon! 
hah I 

je n'ai pas de plume. — ^Ni moi non 

plus. 
Henriette n'a pas de bonheur. — 

M toi non plus. 

ni lui ni elle non plus, 

ni eux ni elles non jplus, 

nous n'avons parle ni d'elle ni de 
vous non plus. 

ni a lui ni d elle non plus. 

ces representants n'ont pas de sa- 
laire fixe ni les officiers de la 
chambre non plus. 

. . . de longueur. 
. . . d'epaisseur, 
. . . de largem\ 
. . . de hauteur. 
. . . de profondeur. 

j'ai une goelette de cent pieds de 
longueur sur vingt de largeur, 
tout au plus. (Obs. 1.) 

sciemment. 

quelle robe avait mademoiselle X. 
au bal? — Elle avait une robe 
rouge a fond blanc, qui lui allait 
a merveille. 

cette roue a six pieds de circocfe- 
rence. 



872 



FOURTH COURSE. 



the palace of industry is two i le palais de Tindustrie a deux 
miles round. milks de tour. 



it is probable tbat we shall have 
to sit down the whole time of 
the play. 

is it probable that we must re- 
main sitting down all the time ? 

HEREAFTER. 

HlTHERTOy HERETOFORE. 

this old beggar speaks a good deal. 

this young girl is a chatterer, 
this orphan girl has a foul tongue. 

to be. . . round, 
to be . . . in circumference. 
to be. . . in diameter, 
this tower is twenty-five feet in 
diameter. 



il est probable qull faudra r^-fer 
assis tout le temps de la repre- 
sentation. 

est-il probable f<u'il faille rester 
assis tout le te*- -s ? (Obs. 2.) 

ci-aprhs, 
ci-devant. 

cette yieille mendiante a la langue 

longue. 
cette jeune fiUe a bonne langue. 
cette orpheline a mauvaise langue. 

avoir. . . de tour, 
avoir . . . de circonference. 
avoir. . , de diametre. 
cette tour a vingt-cinq pieds de 
diametre. 



SEVENTH EXERCISE OF THE FOURTH COURSE. 

1. What is the matter with you ? are you tired ? — I am tired of 
walking. 2. Had you seen anything of the verb avoir before ? — We 
saw it used, first, as an auxiliary, and afterwards as an independent 
verb. 8. What kind of a coat had yoa on when I met you the 
other day at our friend^s house ? — I had on quite a new coat. 4. 
How wide is this cloth ? — This cloth is three feet wide. 5. Was it 
just we should pay the shoemaker for this bad work ? — I do not 
think it is just we should pay him for it. 



OBSERVATIONS. 

1. The Student will not fail to observe that there are three diflFerent 
methods of rendering the Adjectives of dimension, in French. The last 
two are the most frequently used. 

2. When the Unipersonal Verb II est, It is, is followed by the Adjec- 
tives Clmr, Clear ; Possible, Possible ; Probable, Probable ; Vrai, True ; 
Evident, Evident, etc., denoting probability, evidence, certainty, and used 
interrogatively, negatively, or conditionally, it governs, in that case, the 
Verb in the Subjunctive. Remember that, when it is used affirmiitively, it 
governs the Verb in the Indicative. 



EIGHTH LESSON. 



373 



EIGHTH LESSON OF 



•itA KNOW* 

I shall know. 
I should kno-^ 

KNOWING. 

I know, you know, he knows, 
we know, you know, they know. 

I knew. 

that I know, that you know, that 
he know, that we know, that 
you know, that they know. 

know, let him know, let us know, 
know, let them know. 

KNOWN. 

I knew. 

that I might know. 

you never were learned in gram- 
mar, by what I see. 

do you know your history lesson 
better than I know mine ? 

did they learn the news in time to 
publish them in the journal ? 

HERETOFORE, ABOVE, (in relation to 
what precedes in a book.) 

HERE BELOW, IN THIS WORLD. 

friendship is something rare which 
we often seek after without 
finding it. 

Bomething, (a sort of I-do-not- 
know-what.) 

BELOW, I>0WN THERE, YONDER. 

I do not know anything more 
precious than virtue. 

my aunt has not returned from 
her country-house, that I know 
of. 

has she not returned yet? — jS'ot 
that I know of. 

UPON THAT, UP THERE, THEREUPON. 



THE FOURTH COURSE. 

voir, — Savoir, 

SAVonu 

je saurai, etc. 
je saurais, etc. 

sachant, 

je sais, tu sais, il sait, 

nous Savons, vous savez, ils savent. 

je savais, etc, 

que je sache, que tu saches, qu'il 
sache, que nous sachions, que 
Tous sachiez, qu'ils sachent. 

sache, qu'il sache, sachons, sachez, 
qu'ils sachent. 

5w, etc. 

je sus, etc. 

que je susse, etc. 

vous n'avez jamais su la gram- 
maire, a ce que je vois. 

savez- vous mieux votre legon d'his- 
toire que je ne sais la mienne ? 

a-t-on su les nouvelles a temps 
pour les publier dans le jour- 
nal? 

ci-dessics. 



ici-has. 

Tamitie est un je ne sais quoi de 
rare que Ton cherche souvent 
sans le trouver. 

un je ne sais quoi. 

la-has. 

je ne sache rien de plus precieux 
que la vertu. (Obs. 1.) 

ma tante, que je sache, n'est pas 
encore revenue de sa maison de 
campagne. ' (Obs. 2.) 

n'est-elle pas encore revenue?— 
Pas que je sache. (Obs. 2.) 

Id,-de8sus. 



874: 



FOURTH COURSE. 



UNDER THERE, UNDER THIS, UNDER 
THAT> 

to thank, to be thankful for, to ) 
take kindly to. ) 

to feel grateful, obliged, etc. 
to take more kindly to. 
not to be thankful to, for. 

will you feel obliged to the phy- 
sician for coming to see you ? 

will you feel grateful to him for 
coming ? 

will you thank him for it ? 

WITHIN, IN THAT PLACE, IN THERE. 
ABOVE, UP THERE. 

you have your nails too long, and 

I also. 
. . . and thee also. 
. . .and he also. 
. . . and she also. 
. . . and we also. 
. . .and you also. 

. . . and they also. 

• ..and these young gentlemen 
also. 



Id-dessous. 



savoir gre 



U... 
(de.. 



before Noun. 
. bef. Infinitive. 

savoir bon gre, a, de . . . 
savoir meilleur gre, a, de . . . 
savoir mauvais gre, a, de . . . 

saurez-vous gre au medecin de ve- 

nir vous voir ? 
lui saurez-vous gre de venir ? 

lui en saurez-vous gr^ ? 



Id-haut 

vous avez les ongles trop longs, et 

moi aussi. 
. . . et toi aussi. 
. . . et lui aussi. 
. . . et elle aussi. 
. . . et nous aussL 
. . . et vous aussi. 
( . . . et eux aussi. 
( . . . et elles aussi. 
. . .et ces jeunes messieurs aussL 



FORMATION OF THE PLURAL. 
ADJECTIVES AND NOUNS IN ... 5, 07, Z, 



the tvia], trials. 

bad. 

bad discourses, bad talk, 

a husband, husbands. 

frightful, 
frightful cries. 

the nose, noses. 

NAMELY, TO WIT. 
THAT IS TO SAY. 



S — le proces, les proces. 

mauvais. 

de mauvais propos. (Obs. 3.) 

X — un 6poux, des epoux. 

affreux. 

des cris affreux. (Obs. 3.) 



Z — le nez, les nez. 



(Obs. 3.) 



savotTy d savoiVf c'^st d savoir, 
c'est d dire. 



EIGHTH EXERCISE OF THE FOURTH COURSE. 

1. Does the yerh savoir hdong to the regular conjugation? — 
We have not had a regular conjugation of the verbs in oir, that I 
know of. 2. Do you know what time it is? — I do not know what 



NINTH LESSON. 



8T5 



time it is. 3. Did he know his lesson well? — He knew it tolerably 
well. 4. How is the plural of the nouns and adjectives ending in 
Sy Xj and z formed ? — It is exactly similar to the singular. 



OBSERVATIONS. 

1. The Verb Savoir has the peculiarity that the Negative Subjunctive 
Form is used in the sense of the Indicative. Que is then omitted. 

2. The Subjunctive Que je sache^ is sometimes used for the affirmative, 
As I Ki^ow; and Pas que je sache^ for the negative, Not as I know of, Not 
THAT I KNOW, at the end of a sentence, or by itself. 

3. The general rule for the formation of the Plural of Adjectives and 
Nouns was given in the first Course. The remaining rules will be intro 
duced now. 

I. The Nouns and Adjectives having their Singular ending in 5, cc, and 
s, are the same in the Plural as in the Singular. 



NINTH LESSON OF 

VERBS IN . . . 



TO MOVE. 

I shall move. 
I should move. 

MOVING. 

I move, you move, he moves, 
we move, you move, 
they move. 

I was moving. 

that I move, that you move, that 

he move, 
that we move, that you move, 

that they move. 

MOVED. 

I moved. 

that I might maye. 

FROM ABOVE. 
FROM BELOW, 
WILLINGLY. 
USUALLY. 



THE FOURTH COURSE. 

wir. — Mbuvoir, 

MOUVOIR. 

je mouvrai, etc. 
je mouvrais, etc. 

mouvant. 

je m-eus, tu mens, il meut, 
nous mouvons, vous mouvez, 
ils meuvent. 

je mouvais, etc. 

que je meuve, que tu meuves, qu'il 

meuve, 
que nous mouvions, que vous mou- 

viez, 
qu'ils meuvent 



je mus, etc. 

que je musse, etc. 

d^en haut. 
d*en has. 
d'accord, 
d'ordinaire. 



876 



FOURTH COURSE. 



TO MOVE, TO EXCITE. 

this actor never fails to affect the 
spectator by his acting, full of 
soul and passion. 

—This verb is conjugated after mou- 

voir, TO MOVE. 
TO PROMOTE. 

— This verb is used only in the in- 
finitive, in the preterit definite, and 
in the compound tenses. 

this prince was promoted to the 
empire. 

IN ADVANCE. 



EMOUVOIR. 

cet acteur ne manque jamais d*^ 
mouvoir le spectateur par son 
jeu, rempli d'ame et de passion. 

— Ceverbe se conjugue sur mouvoir, 

PROMOUVOm. 

— Ce verbe ne s'emploie qu'a Pinfi- 
nitif, au preterit defini, et aux temps 
composes. 

ce prince fut promu a I'empire. 
d^avance^ a Vavance. 



FORMATION OF THE PLURAL. 

NOUNS AND ADJECTIVES IN , . . ou. eu. au, eau. 



the stone, the stones, 
the knee, the knees, 
the cabbage, the cabbages, 
the louse, the lice, 
the owl, the owls. 

come and sit down on my lap, my 
dear little one. 

HENCE, TmTHER; FROM HERE TO 
THERE. 

HENCE, THENCE, FROM THAT CAUSE. 

the god, the gods. 

blue. 

the blue coats. 

HERE AND THERE. 
FROM TIME TO TIME. 

by night, 
by day-time. 

the jewel, the jewels. 
the pit, the pits (of fruit). 

do you try to break these cherry- 
stones with your teeth? do 
you succeed in doing so ? 

MOREOVER. 
MORE AND MORE. 



Oil — le caillou, les caillous* 
le genou, les genoux. 
le chou, les choux. 
le pou, les poux, 
le hibou, les hiboux, 

venez vous asseoir sur mes genoux, 
mon cher petit. (Obs. 1.) 

(f ^c^ ; dHci ld» 

de Id, 

eu. — le dieu, les dieux. 

bleu, bleus. 

les habits bleus. (Obs. 2.) 

de fd et de Id. 
de temps en temps» 

de nuit. 
de jour. 

ail — le joyau, les joy aux. 
le noyau, les noyaux. 

essayez-vous de casser ces noyaux 
de cerises avec vos dents ? y re- 
ussissez-vous ? (Obs. 3.) 

de plus. 

de plus en plus. 



TENTH LESSON. 



877 



the picture, the pictures, 
new. 

the new fruits. 

NOT LONG SINCE. 
THIS GREAT WHILE. 

to have a good table, 
they have a very good table in 
that house. 

WORSE AND WORSE. 
BETTER AND BETTER. 



ea.1I — le tableau, les tableaux, 
nouveau, nouveaux. 

les nouveaux fruits. (Obs. 3.) 

depuis peu. 
depuis longtemps, 

avoir un bon ordinaire, 
on a un tres bon ordinaire dana 
cette maison« 

de pis en pis, 

de mieux en mieiix. 



NINTH EXERCISE OF THE FOURTH COURSE. 

1. Do you remember the name of the gentleman who came here 
to see me the other day? — I do not remember his name. 2. Will 
they not have the kindness to come in and sit down ? — They are 
too much in a hurry just now. 3. Do you know when your uncle 
starts for California ? — I do not know anything about it, Sir. 



OBSERVATIONS. 

1. With the exception of these five Nouns, the Adjectives and Nouns 
in ou form their Plural by adding s to the Singular, 

2. All the Nouns in ev, form their Plural by adding x : Adieu, adieux, 
with the Adjective Bleic excepted. 

8. All words ending in au and eau, form their Plural by adding a; to the 
Siugular. 



TENTH LESSON OF THE FOURTH COURSE. 

VERBS IN . . . wir, — Pouvoir. 



TO BE ABLE. 

I shall be able. 
I should be able. 

BEING ABLE. 

I am able, [I can, I may,] 
you are able, he is able, 
we are able, you are able, 
they are able. 



pouvom. 



je pourrai, etc. 
je pourrais, etc. 

pouvant 



je puis, 

tu peux, il pent, 

nous pouvons, vous pouvez, 

ils peuvent. 



(Obs. 1.) 



878 



FOURTH COURSE. 



I was able. 

that I be able, that you be able, 
that he be able, that we be 
able, that you be able, that they 
be able. 

BEEN ABLE. 

I was able. 

that I might be able. 

SIDEWAYS. 
ABREAST. 

he is a man who can do a great 
deal in the business we have to 
deal with. 

SLOPING, ACROSS. 
IN RANK. 

to will is to be able. 

can I spend my inheritance as I 
think fit? 

LIKEWISE. 
AGAIN, ANEW. 

I can not sleep. 

— With the negative iie^ joined to 
this verb, the adverbs ^fi5 d^ndi^oint 
may be suppressed. 

DIRECTLY, TOGETHER, ONE AFTER AN- 
OTHER. 

EARLY. 

UTTERLY, WHOLLY. 

Qan there be ... ? 
there may be . . . 
there can not be . . . 

can there be any danger in leav- 
ing Emma alone near the stove? 

FROM THAT TIME. 

FROM THIS TIME FORWARD. 

to be exhausted. 

I am overwhelmed with fatigue i 
I am exhausted. 



je pouvais, etc. 

que je puisse, que tu puisses, qu'il 
puisse, que nous puissions, que 
vous puissiez, qu'ils puissent. 

pu, 

je pus, etc. 

que je pusse, etc, 

de cote, 
de front 

c'est un homme qui pent beaucoup 
dans I'affaire dont il s'agit 

de biais, 
de rang. 

vouloir c'est pouvoir. 

puis-je depenser mon heritage 
comme bon me semble ? 

de meine. 
de nouveau. 

( je ne puis dormir. 
( je ne puis pas dormir. 

— Avec la negative n^ employee de- 
vant ce verbe, on peut supprimer lea 
adverbes ^as et point. 



de bonne heure, 
de fond en comble, 

peut-il y avoir. . .? 
il peut y avoir. . . 
il ne peut pas y avoir. . . 

peut-il y avoir du danger a laisser 
Emma pres du poele ? 

d^s lors. 

des d present 

n'en pouvoir plus, 
je suis accable de fatigue; je n'en 
puis plus. 



ELEVENTH LESSON. 



379 



FOR EVER. 
ASIDE, ALONE. 



may tliey see their country after 
so many years of exile I 



WITH RELUCTANCE. 
"WRONGFULLY. 



d jatnais. 
a part. 

puissent-ils revoir leur patrie 
apres tant d'annees d'exil I 

d regret, 
d tort. 



TENTH EXERCISE OF THE FOURTH COURSE. 

1. Can the child eat alone now ? — He can not eat alone. 2. Can 
you give me something to eat ? I am hungry. — Certainly, I can give 
you something to eat. 3. What do you wish for ? — I wish for ham 
and eggs. 4. Do you not wish for anything else? — I wish for 
some bread and butter. 5. How is your uncle ? — My uncle is very 
well, thank you. 

OBSERVATIONS. 

1. They say also, Je peux, in the First Person, irjstead of Je jpuis, 
though this latter form is the most frequently used of the two. 

2. The Verb Fowvoir^ To be able, is rendered in several of its Tenses 
by Can, Could, or May, Might. 



ELEVENTH LESSON OF THE FOURTH COURSE. 

VERBS IN . . . voir, — Pleuwir, 

PLEUVOIR. 



TO RAIN. 

— This verb is unipersonal 

it will rain, 
it would rain. 

RAESriNG. 

it rains. 

it was raining. 

that it may rain. 

RAINED. 

it rained. 

that it might rain. 

it rained. 



— Ce verbe est unipersonnei. 

il pleuvra. 
il pleuvrait. 

pleuvant. 

il pleut. 

il pleiivait. 

qu'il pleuve. 

plu, 

il plut. 
qu'il plut. 

il a plu, etc. 



380 


FOURTH 


COURSE. 


AT LEISURE. 




d loisir. 


HARDLY. 
ASHORE. 
ALMOST. 




d peine, 
d terre. 
d demi. 


down with the white hats I 
down with the tyrants 1 

DOWlf. 


a has les chapeaux blancs I 
a has les tyrans ! 

d has. 



it rains hard, as fast as it can pour. 
it was raining very hard, 
do yon think it will rain ? 

LITTLE BY LITTLE, BY DEGREES. 

ALMOST, ABOUT. 

WITHIN A SMALL MATTER. 

WITHIN, ALMOST. 

within a dollar. 

balls were falling thick on all 

sides, 
they were falling thick on the 

soldiers of the vanguard. 

BY TURNS. 
UNSEASONABLY. 
AT RANDOM. 



il pleut a verse, 
il pleuvait a seaux. 
pensez-vous qu'il pleuve ? 

peu d peu. 
d peu pres. 
d peu de chose pres. 

. . .pres, 

a une piastre pr6s. 

il pleuvait des balles de tons cot^st 

il en pleuvait sur les soldats de 
I'avant-garde. 

tour d tour. 

mat d propos. 

d tort et d travers. 



FORMATION OF THE PLURAL. 
NOUNS AND ADJECTIVES IN ... alj ail, ^l, eul, ceil, 

al — le tribunal, les tribunaux. 



the tribunal, the tribunals, 
the metal, the metals. 

a capital sin. 

the seven capital sins. 



le metal, les metaux. 

un peche capital. 

les sept peches capitaux (Obs. 1.) 



Exceptions with the Nouns. 



the ball, the balls, 
the jackal, the jackals, 
the carnival, the carnivals, 
ceremonial, ceremonials, 
the nopal, the nopals, 
the pale, the pales, 
the treat, the treats. 

CHEAP. 
VERY CHEAP. 



le bal, les bals. 

le chacal, les chacals. 

le carnaval, les carnavals. 

ceremonial, ceremonials. 

le nopal, les nopals. 

le pal, les pals. 

le regal, les regals. (Obs. 1.) 



d bon marche. 
d vil prix. 



ELEVENTH LESSON. 



381 



Exceptions with fhe Adjectives, 



amicable. 
paschaL 
frugal, 
early. 

I gave hiini friendly counsels. 

FOKEVER. 

EACH BETTER THAN THE OTHER. 

belonging to a manor ; common, 

trite. 
final, 
penal, 
fatal. 

sentimental, 
nasal, 
initial, 
medial, 
labial. 

final, nasal, initial, medial, labial 
sounds. 

WITH EMULATION. 
WITHOXJT END. 

filial. 

frozen. 

theatrical. 

doctoral. 

naval. 

northern winds are icy, 

AMICABLY. 

UNAWARES, UNEXPECTEDLie, 

INSTANTLY. 



NOUNS IN 

the leaf of a folding-door, the 

leaves, 
the coral, the corals, 
the air-hole, the air-holes, 
the work, the works, 
an enamel, enamels, 
the lease, the leases. 

garlic, garlics. 

these works will be finished only 
at the end of three weeks. 



amical, amicals. 

pascal, pascals. 

frugal, frugals. 

matinal, matinals. (Obs. 1.) 

je lui ai donne des conseils ami- 
cals. 

d tout jamais. 

d qui mieux mieux, 

banal, banals. 

final, finals, 
penal, penals. 
fatal, fatals. 

sentimental, sentimentals. 
nasal, nasals, 
initial, initials, 
medial, medials. 
labial, labials. 

des sons finals, nasals, initials, me- 
dials, labials. 

d VenvL 
d^ rinfini, 

filial, filials. 
glacial, glacials, 
theatral, theatrals. 
doctoral, doctorals. 
naval, navals. 

les vents du nord sont glacials. 

d Vamiable. 
d Vimproviste, 
d Vinstant, 

,ail, 
ail — le vantail, les vantaux. 

le corail, les coraux. 

le soupirail, les soupiraux. 

le travail, les travaux. 

un email, des emaux. 

le bail, les baux. (Obs. 2.) 

Tail, des aulx. (Obs. 2.) 

ces travaux ne seront finis qu'au 
bout de trois semaines. 



382 



FOURTH COURSE. 



AT ONCE. 
IN A ROW. 

the heaven, the heavens, 
an ancestor, the ancestors, 
an eye, eyes. 

ROUND ABOUT. 
AT LENGTH. 

the pilgrims lifted their hands 
toward the skies. 

this young lady has very fine 
eyes. 

whoever serves his country well 
does not need to have ancestors. 



d, la fois, 
d la file, 

el — le ciel, les cieux. 

eill — un aieul, les aieux. 

ceil — un ceil, des yeux. (Obs. 3.) 

cL la ronde. 
d la fin, 

les pelerins le\erent les mains 
vers les cieux. 

cette demoiselle a de fort beaux 
yeux. 

qui sert bien son pays n*a pas be- 
soin d'aieux. (Voltaire.) 



ELEVENTH EXERCISE OP THE FOURTH COURSE. 

1. What kind of verb is the verb pleuvoir ? — It is a unipersonal 
verb. 2. Will it rain to-day, do you think ? — I do not think it will 
rain after all. 3. Does it rain very hard? — It does not rain at all. 
4. Will she not spoil her fine shawl if it rains ? — Do not be afraid, 
it will not rain before this eveninpj. 



OBSERVATIONS. 

1. The Nouns and Adjectives ending in al form their Plural, as a 
general rule, by changing al into aux. The exceptions for both the Adjec- 
tives and Nouns are given in the Lesson. 

2. The Nouns in a^7, given in the Lesson, form their Plural by chang- 
ing this termination into aux. An equal number follow the general rule 
of adding s to the Singular. Observe that Ail, Garlic, changes its termi- 
nation into aulx. 

3. The three Nouns Olelj Aieul, (Eil, are individual exceptions. 

del, cieux. They say, however : Des dels de lit, Bed testers. 

AUul. The Plural Aieux must be used whenever speaking of 
those who have preceded us in life, Ancestors generally ; and Aieuls, 
when you want to designate the paternal and maternal grandMher. 

(Ell. The Plural Yeux is used in the proper and figurative sens e 
to express the organ of sight. In architecture, the Plural CEils is used : 
Des oells-de-bceuf, Ovals. 



TWELFTH LESSON. 



TWELFTH LESSON OF THE FOURTH COURSE. 



TO CVTE. 

I shall owe. 
I sliould owe. 

OWING. 

I owe, thou owest, he owes, 
we owe, you owe, 
they owe. 

I was owing. 

that I owe, that you owe, that he 

owe, 
that we owe, that you owe, 
that they owe. 

OWED. 

I owed. 

that I might owe. 

IN HASTE. 
FASHIONABLE. 

did he owe any money to this 

printer ? 
did he owe him anything ? 
how much did he owe him ? 

in the neighborhood of this town, 
in the neighborhood. 

were you not to go and take a 
walk in the environs of the 
city? 

CAREFULLY. 

PAINFLTLLY, WTTH REGRET. 

ought you not to foresee such ac- 
cidents? 

ON GOOD GROUNDS. 
WITH JOY. 

was there to be a meeting tp- 

night ? 
there was to be one (of them), but 

it did not take place. 

HERE AND THERE. 



VERBS IN . . . evovr, 

DEVOIR. 



je devrai, etc. 
je devrais, etc. 

devant. 

je dois, tu dois, il doit, 
nous devons, vous devez, 
ils doivent. 

je devaisf etc. ■• 

que je doive, que tu doives, qu'il 

doive, 
que nous devious, que vous deviez, 
qu'ils doivent. 

du, etc. 

je dus, etc. 

que je dusse, etc. (Obs. 1.) 

d, la hate, 
d> la mode. 

devait-il quelque argent a cet im- 

primeur f 
lui devait-il quelque chose ? 
combien lui devait-il ? 

aux environs de cette ville. 
aux environs. 

ne deviez-vous pas aller vous pro- 
mener aux environs de la ville ? 



avec soin, 
avec peine. 

ne devrais-tu pas prevoir de tela 
accidents ? 

avec raison. 
avec joie. 

devait-il y avoir une reunion ce 

soir ? 
il devait y en avoir une, mais elle 

n'a pas eu lieu. 

cd et Id. 



884 



FOURTH COURSE. 



— ^It is not out of place to recall to 
memory that the verbs 

'vouloir, 

'voi7% revoir, enirevoir, 

sawir, 

dewi7\ 

do not require any preposition be- 
fore the infinitive they govern. 



— II n'est pas hors de propos de rap- 
peler que les verbes 

'vouloir^ 

'voirj revoir, entrevoir^ 

savoivy 

pouvoir^ 

devoir^ 

ne demandent pas de preposition 
devant I'inlinitif qu'ils regissent. 



BESIDES. 








en outre. 


OVER AND ABOVE. 




« 


en sus. 


IN VAIN. 








en vain. 


IN ORDER. 








en ordre. 


IN A CROWD. 








en foule. 


FORWARD. 








en avant. 


BACKVt^ARD. 








en arriere. 


INSIDE. 








en dedans. 


OUTSIDE. 








en dehors. 


ON THIS side; 


ON 


THAT SIDE. 


en degcL ; au deld. 


BELOW, DOWN 


STAIRS, 




en has. 


ABOVE, UP STAIRS. 






en haul. 



TO OWE STILL. 

— ^It is used principally in the infini- 
tive. 

the value. 

here are very valuable pictures. 

the will. 

this laborer does not show any 
good will. 

the sittings, 
a plate. 

why do you not eat on your own 
plate ? 

the sight, 
the review, 
the interview. 

you must attend that grand re- 
view. 



REDEVOIR, 

^11 s'emploie surtout a Pinfinitif. 

la valeur. 

voila des tableaux de beaucoup de 
valeur. 

le vouloir. 

cet homme de peine ne montre 
pas de bon vouloir. 

la seance, 
une assiette. 

pourquoi ne manges-tu pas dans 
ta propre assiette ? 

la vue. 
la revue. 
I'entrevue. 

il faut que vous assistiez k cette 
grande revue. 



TWELFTH LESSON. 



385 



the prevision. 

the learning. 

a science. 

a day will come when science will 

be applied to all the branches 

of instruction. 

the movement. 

the movement of ideas can not be 
stopped in its march. 

the emotion. 

my emotion could not be sibdued 
at first. 

promotion. 

the power. 

the power, the potency, 

the rain. 

the duty. 

must one be a slave to duty f 

the reception. 

his reception at the Academy of 
Sciences was of the most flat- 
tering kind. 

the receipt. 

please sign tMs receipt 
deception. 

how many deceptions in the 
world ! 



la prevision. 

le savoir. 

une science. 

un jour viendra ou la science s'ap- 

pliquera a toutes les branches 

de I'enseignement. 

le mouvement. 

le mouvement des idees ne saurait 
etre arrete dans sa marche. 

I'emotion. 

je ne pus surmonter mon Amotion 
sur le coup. 

promotion. 

le pouvoir. 
la puissance. 

la pluie. 

le devoir. 

faut-il etre esclave du devoir ? 

la reception. 

sa reception a TAcademie des 
Sciences a et6 des plus flatteuses. 

le vegvL 

ayez la bonte de signer ce regu. 

deception. 

que de deceptions dansle mondel 



TWELFTH EXERCISE OP THE FOURTH COURSE. 

1. Were you not to go somewhere this afternoon? — Henry 
wanted to go to the circus. 2. Did he owe this carpenter much ? 
— He did not owe him much, but he could not pay him. 3. Why 
did he run in debt [indebt himself], since he knew he could not 
pay for his work ? — ^I do not know, indeed. 



OBSERVATIONS. 
1. The Verb Devoir, To owe, belongs to what French grammarians 
call the Regular Third Conjugation. These Verbs in . . . evoir are seven in 
number. The formation of the Tenses present no new difficulties to the 
Student. 

17 



S86 



FOURTH COURSE. 



THIRTEENTH LESSON OF THE FOURTH COURSE. 

VERBS IN . . . evoir. — Becevoir, etc. 



TO RECEIVE. 

I shall receive, I shauld receive. 

RECEIVING. 

I receive, thou receivest, he re- 
ceives, 
we receive, you receive, 
they receive. 

I was receiving. 

that I receive, that you receive, 

that he receive, 
that we receive, that you receive, 

that they receive. 

RECEIVED. 

I received, that I might receive. 
I have received. 

ONCE FOR ALL. 
HEADS OR TAILS. 

did you receive your letter ? 

at what o'clock did you receive it ? 

WHICH WAY, 

THIS WAY. 

THAT WAY. 

THIS WAY AND THAT WAY. 

should you not be [ought you not 
to be] afraid that he will know 
his lesson before you ? 

BY CHANCE. 
BY ORDER. 

to have a mind that^ to wish 

that... 
do you wish me to receive this 

money for you? — I wish very 

much you should receive it for 

me. 

UPWARD. 
DOWNWARD. 



RECEVOIR. 

je recevrai, je recevrais, etc. 

recevant. 

je regois, tu regois, il regoit^ 

nous recevons, vous recevea^ 
ils regoivent. 

je recevais, etc. 

que je regoive, que tu regoives^ 

qu'il regoive, 
que nous recevions, que vous re* 

ceviez, 
qu'ils regoivent, 

regUj etc, 

je regus, que je regusse, etc. 

j'ai regu, etc. (Obs. 1.) 

une fois p<mr toutes, 
pair ou nmi, 

avez-vous regu votre lettre ? 

a quelle heure Tavez-vous regue ? 

par ou, 
par id, 
par Id, 
par ci par Id, 

ne devriez-vous pas avoir peur 
qu'il ne sache sa legon avant 
vous? (Obs. 2.) 

par hasard. 
par ordre, 

avoir en vie que . . . 



(Subj.) 



avez-vous en vie que je regoive cet 
argent pour vous? — J'ai bonne 
envie que vous le receviez pour 
moi. 

par en haut, 
par en has. 



THIRTEENTH LESSON. 



387 



TO DECEIVE. 



— It is used only in the infinitive, in 
the participle present and in the par- 
ticiple past. 



TOPST TURVY. 
THE WRONa WAY. 



TO CONCEIVE, TO ENTERTAIN. 

he conceived a hate for that per- 
son. 

ONCE. 

ON THE SPOT. 

FOR THE PRESENT. 

TO GATHER. 

the prefect collects the taxes. 

NOT FAR FROM THERE. 
TO PERCEIVE. 

who was the first to discover me ? 



NEITHER MORE NOR LESS. 
NOTHING MORE, NOTHING LESS. 

TO BECOME AWARE OF. 

did Paul perceive that ? 

did he perceive it ? 

he did not discover anything. 

QUITE. 

JUST NOW, INSTANTLY. 
AGAINST THE GRAIN, THE WRONG 
WAY. 

ALL ON A SUDDEN, SUDDENLY. 

UNAWARES. 

QUITE NEAR. 

perception ; conception. 

a sketch. 

observe that this is a mere sketch 

of the subject which I propose 

to treat upon. 

AT THE MOST. 

HARD BY. 

\ 
ALL ALONG. 



DECEVOIR. 

— ^11 n'est usite qu'a Pinfinitif, au 
participe present et au participe paa- 

se. 

sens dessus dessous, 
sens devant derriere. 

CONCEVOIR. 

11 a con^u de la haine pour cette 
personne. 

une fois, 
sur-le-champ, 
pour le present. 

PERCEVOIR. 

le prefet pergoit les impots. 
non loin de Idk, pas loin de Id. 

APERCEVOnU 

qui est-ce qui m'a apergue le pre* 
mier? (Obs. 3.) 

ni plus ni quoins, 

rien de pluSj rien de mains, 

s'dpercevoiry de. , , 

Paul s'est-il aper9u de cela ? 

s'en est-il aper^u I 

il ne s'est apergu de rien. 

tout d fait, 
tout a Vheure. 
tout a rehours. 



tout d coup. 

tout d'un coup. 

tout prochCf tout pres, tout aupr^s, 

perception ; conception. 

un aper9u. 

notez que ceei est un simple aper- 

9u du sujet que je me propose 

de traiter. 

tout au plus. 

tout contre. 

tout le long^ tout du long. 



388 FOURTH COURSE. 

THIRTEENTH EXERCISE OP THE FOURTH COURSE. 

1. To what conjugation do the verbs in evoir belong'^. — They 
belong to the third conjugation also. 2. We have treated, in this 
course, [of] some of the most difficult points in the French language. 
3. Several of the verbs of this conjugation, as the student must 
[ought to] have observed [it] himself, are very frequently used. 4. 
What shall we see in the next course ? — We shall study the verbs 
of the fourth conjugation. 5. What is the termination of the in- 
finitive of those new verbs ? — The termination of the infinitive is 
in re. 



OBSERVATIONS. 

1. The Verb Becevoir and the others in evoir are conjugated like Devoir^ 
with this peculiar difference, that every time the c happens to come before 
or u, it must have a cedilla to preserve, all through the verb, the s sound 
of c as in the Infinitive. 

2. The Verbs Avoir peur^ To be afraid, and Craindre, To fear, govern 
the Verb in the Subjunctive preceded by ne when used in the afftrmative^ 
interrogative^ or interrogative negative, 

3. The attention of the Student is called to the order in which the dif- 
ferent Tense-Forms of the Verb have been exhibited in this and the pre- 
ceding Course, and to the reasons of that order. 

I. The Future and Conditional are placed under the Infinitive, from 
which they are formed ; 

II. The Present Indicative, the Imperfect, and the Present of the Sub- 
junctive, under the Participle Present from which they are formed. 

III. The Imperative comes after the Present Indicative and the Pre- 
sent Subjunctive, from both of which it is formed. 

IV. The Preterit Definite and the Imperfect Subjunctive are then 
placed under the Participle Past, from which they are in like manner 
formed or derived. 

The Compound Tense-Forms are only noticed — as stated in a previous 
Observiation — when conjugated with the auxiliary etre^ which is the ex- 
ception. 

It has been thought better, for the sake of brevity, to omit, in the 
conjugation, the headings of the different Tenses and Modes. 



FIFTH COURSE. 



FIEST LESSON OF THE FIFTH COURSE. 

VEEBS IN ,,.cre, 

VAINCKE. 

je vaincrai, je vaincrais, etc. 



TO VANQUISH, SUBDUE, CONQUER. 

I shall yanquisli, I should van- 
quish. 

VANQUISHING. 

I vanquish, you vanquish, he van- 
quishes, 

we vanquish, you vanquish, they 
vanquish. 

I was vanquishing. 

that I vanquish. 

VANQUISHED, 

I vanquished. 

that I might vanquish. 

IN A WOKD. 
HOWEVEB. 

we have vanquished many ob- 
stacles to come to that point. 

a Roman soldier had to conquer 
or die. 

TO TELL THE TRUTH. 
TO CONVINCE. 

he tried to convince me by bad 
reasons: therefore he failed. 



INDEED. 
VERILT. 



the reader. 

the priest, the abbess. 



vainquant. 

je vaincs, tu vaincs, il vainc, 

nous vainquons, vous vainquez, ils 
vainquent. 

je vainquais, etc. 

que je vainque, etc. 

vahicUf etc. 

je vainquis, etc. 

que je vainquisse, etc. (Obs. 1.) 

en un mot, 
en tout COS. 

nous avons vaincu bien des obsta- 
cles pour en arriver la. 

un soldat romain devait vaincre 
ou mourir. 

cb dire vrai, 

CONVAINCRE. 

il a essaye de me convaincre par 
de mauvaises raisons : aussi a- 
t-il echoue. 

d la verite, 
en verite, 

le lecteur, la lectrice. 

Tabbe, I'abbesse. (Obs. 2.) 



890 FIFTH COURSE. 



the serpent, 
the frog. 

the patient, 
the lazy person. 



le serpent. 

la grenouille. (Obs. 2.) 

le malade, la malade. (Obs. 2.) 
le paressenx, la paresseuse. 



FIRST EXERCISE OF THE FIFTH COURSE. 

1. Was the enemy subdued in the first campaign? — They do 
not consider themselves vanquished. 2. Was he convinced of the 
truth of vrhat he vras narrating ? — To tell the truth, I do not be- 
lieve he was convinced of it. 8. Did the Romans possess a great 
empire ? — They vanquished almost all the nations of the earth. 4. 
This verb vaincre^ to vanquish, is a new verb, is it not ? — It is the 
first verb we have had of the fourth conjugation. 



OBSERVATIONS. 

1. With this Course opens a new series of Verbs, having the termina- 
tion of the Infinitive in re, preceded by a Vowel or a Consonant, belong- 
ing to the fourth and last conjugation. Their inflections will be fully ex- 
hibited, in alphabetical order, in the following Lessons. 

2. The Gender of the names of professions and of animals presents many 
irregularities, for which we refer the Student to his dictionary. 

Some Nouns have the Feminine formed by a different word from the 
Masculine, as Le chevalj The hoese, La juTmnt, The mare. Others have but 
one form to express the male and female, as Le ser^entj The serpent. 

The Adjective is sometimes used as a Substantive, and is subject, as 
such, to all the modifications of Adjectives to express the Gender. 



SECOND LESSON OF THE FIFTH COURSE. 
VERBS IN . . . dre, — andre^ endre, ondre^ erdre^ ordre, 
repandre. 



TO SPILL, TO SCATTER. 

I shall spill. 
I should spill. 



I spill, you spill, he spills, 
we spill, you spill, they spill. 



I was spilling. 



je repandrai, etc. 
je repandrais, etc. 

repandant 

je repands, tu repands, il r^pand, 
nous r^pandons, vous repandez, ils 

repandent. 

je r^pandais, etc. 



SECOND LESSON. 



391 



that I spill, that you spill, that he 
spill, that we spill, that you 
spill, that they spilL 

epill, let us spill, spilL 

SPILLED. 

I spilled. 

that I might spilL 

FLUENTLY. 
UXANDIOUSLY. 

— Conjugate after repandre, to spill, 
all the verbs in andre^ endre^ ondre^ 
erdre^ ordre, which are found in this 
lesson. 

to scatter, to spread about, to 

sow. 
the sun spreads light and heat 

over all nature. 

the first come, anybody. 

TO DESCEND. 

TO GO DOWN AGAIN. 

last night. 

for the whole night, 

TO SPLIT. 

TO DEFEND. 

TO SPLIT IN TWO. 

TO SPLIT AGAIN. 

— The verb "pourfendre^ to split in 
TWO, is of the flimiliar and old style. 

that being the case, 
that being so. 



TO APPEND, (to h.ing up votive 
offerings in a teni pie.) 

TO TAKE DOWN, 
TO SUSPEND. 

AT ALL EVENTS. 

TO RESTORE, TO GIVE BACK. 

give me back my dictionary. 



que je repande, que tu repandes, 
qu'il repande, que nous repan- 
dions, que vous repandiez, qu'ils 
repandent. 

repands, repandoas, repandez. 

repmidu. 

je repandis, etc. 

que je repandisse, ete. 

cowramment, 
d Vunanimite. 

— Conjuguez sur repandre tons les 
verbes en andre^ endre, ondre^ erdre^ 
ordre, qui se trouvent dans cette le- 
Qon. 



le soleil repand la lumiere et la 
chaleur sur toute la nature, 

le premier venu. 

DESCENDRE. 
REDESCENDRE, 

cette nuit. 
de la nuit. 

FENDRE. 
DEFENDRE. 
POURFENDRE. 
REFENDRE. 

— Le verbe pourfendre est fandlie? 
et vieux, 

cela etant. 
cela etant ainsL 

PENDRE. 
APPENDRE. 

DEPENDRE. 
SUSPENDRE. 

cL tout evenement, 

RENDRE. 

rendez-moi mon dictionnaire. 



S&2 



FIFTH COUBSE. 



TO BEND, TO STRETCH OUT. 

TO WAIT. 

TO UNBEND. 

TO DISTEND. 

TO EXTEND, TO SPREAI>. 

TO HEAR. 

TO PRETEND. 

TO STRETCH AGAIN. 

TO UNDERSTAND. 

IN THE MEAN WHILE, 

TO SELL. 

TO UNDERSELL, 

— ^This last is obsolete. 

TO SELL AGAIN. 
TO SELL TOO DEAR. 

MOREOVER, MORE THAN THAT. 

TO MELT. 

TO CONFOUND, MIX, MINGLE. 

TO CHILL, TO GIVE A COLD. 

TO MELT, (among enameler&) 

TO MELT AGAIN. 

AT THAT TIME. 

FROM THAT TIME; EVER SINCE. 

TO LAY EGGS. 
TO CORRESPOND. 
TO ANSWER. 

on one side. 

TO SHEAR. 

TO SHEAR AGAIN. 

on the other side. 

TO LOSE. 

TO LOSE AGAIN. 

on the other side. 

TO BITE. 

TO LET GO one's H0LI\ 

TO BITE AGAIN. 



TENDRE. 

ATTENDRE. 

DETENDRE. 

DISTENDRE. 

ETENDRE. 

ENTENDRE. 

PRETENDRE. 

RETENDRE. 

SOUS-ENTENDRE. 

sur ces entrefaites. 

VENDRE. 
MEVENDRE, 

— Ce dernier est vieux. 

REVENDRE. 
SURVENDRE. 

hiert plus, 

FONDRE. 

CONFONDRE. 

MORFONDRB. 

PARFONDRE. 

REFONDRE. 

pour lors. 
des lors, 

PONDRE. 

CORRESPONDRE. 

REPONDRE. 

d'un c6t6. 

TONDRE. 
RETONDRE. 

d'un autre c6t6, 

PERDRE. 
REPERDRE. 

de Tautre cota 

MORDRE. 

DEMORDRE. 

REMORDrJE. 





THIRD 


LESSON. 


HARDLY. 




a peine. 


ON WHAT OCCASION ? 




€b quel propose 


IN THE MEAN TIME. 




en attendant. 


TO TWIST. 




TORDRE. 


TO UNTWIST. 




DETORDRE. 


TO TWIST AGAIN. 




RETORDRE. 


TO SPRING, TO RISE. 




SOURDRE. 


—It is very little used. 




— 11 n'est guere en 



S9a 



SECOND EXERCISE OF THE FIFTH COURSE. 

1. A new group of verbs has been introduced into this second 
lesson. 2. It is the most numerous group of the verbs belonging 
to the fourth conjugation. 3. It is called by the French gramma- 
rians the regular conjugation, on that account, I suppose. 4. 
Where was the large bell of the Catholic church in Montreal cast ? 
— It was cast in England. 5. Is it not the largest bell in America ? 
— It is the largest bell we have in America : it weighs thirty thou- 
sand pounds. 



OBSERVATIONS. 
1. These Verbs are called the Eegular Verbs of the Fonrtli Conjugation. 
They form the most numerous group of Verbs of this conjugation, but are 
not models for the others, which have special conjugations of their own. 



THIRD LESSON OF 

VERBS IN 
TO TAKE. 

I shall take. ^ 

I should take. 

TAKING. 

I was taking. 

I take, you take, he takes, 
we take, you take, 
they take. 

that I take, that you take, that 

he take, 
that we take, that you take, 

that they take. 
IT* 



THE FIFTH COURSE. 

prendre. 

PRENDRE. 

je prendrai, etc. 
je prendrais, etc 

prenant, 

je prenais, etc. 

je prends, tu prends, il prend, 
nous prenons, vous prenez, 
ils prennent. 

que je prenne, que tu prennes, 

qu'il prenne, 
que nous prenions, que vous pre- 

niez, 
qu'ils prennent. 



894 



FIFTH COURSE. 



take, let us take, take. 

TAKEN. 

I took. 

that I might take. 

—Conjugate in the same manner all 
the other verbs in prendre. 

BUT ALSO. 

I take not only these objects, but 
those also. 



prends, prenons, prene2» 

priSf prise. 

je pris, etc. 

que je prisse, etc. 

— Conjuguez de meme tons les 
autres verbes en prendre. 

mais aussi, 

je prends non seulement ces objets, 
mais ceux4a aussi. 



BUT STILL, ALSO. 

I shall not learn these verses only, 
but those also* 



APPRENDKEk 



mais encore. , . 



je n'apprendrai pas seulement ces 
vers-ci, mais encore ceux-la. 



To UNDERSTAND, TO COMPREHEND. 



you not only do not understand 
French, but not even English, 
which you pretended to know 
thoroughly. 

To DISENGAGE, TO SEPARATE. 
To UNLEARN, TO FORGET. 



will you go thither before coming 
here ? 



COMPRENDRB. 



mais meme. . 



non seulement vous ne comprenez 
pas le fran^ais, mais pas meme 
I'anglais que vous pretendiez 
savoir a fond. 



DEPRENDRE. 
DESAPPRENDRE. 



avant que dc. . . (bef. Inf.) 

irez-vous la avant que de venir 
ici? 



To UNDERTAKE* 

NEAR, ABOUT. 

he is about to undertake a long 
voyage. 

TO LEARN AGAIN, ANEW. 
TO TAKE AGAIN. 
TO SURPRISE. 

SAVE, ALTHOUGH. 

I shall leave these books here 
though I may take them back 
as I pass. 

TO BE SMITTEN, FALL IN LOVE. 
TO MISTAKE. 



ENTREPRENDRE. 



pres de. . . (bef. Inf.) 

il est pres d*entreprendre un long 
voyage. 



RAPPRENDRE. 

REPRENDRE. 

SURPRENDRE. 



(Obs. 1.) 



saufd.». (bef. Inf.) 

je vais laisser ces livres ici sauf k 
les reprendre en passant. 



] S*EPRENDRE. 
I SE MEPRENDRB. 



[ (Obs. 2.) 



FOURTH LESSON. 395 

THIRD EXERCISE OF THE FIFTH COURSE. 

1. Please repeat by heart the present of the subjunctive of the 
verb prendre. — I have not yet learned the conjugation by heart. 
2. This project is not popular, it seems to me. Why is it not, do 
you know ? — People do not understand what it means. That is 
the reason, 3. I want to take my tea at five o'clock in the after- 
noon, can I get it ? — You can get your tea at any hour you indi- 
cate. You have nothing to do but to ask for it. 4. I find that 
Virginia is unlearning rather than learning with her teacher, — I 
thought the contrary, 5, Will the river freeze [take] this winter ? 
— It will, if the weather is cold enough. 6, Do you understand 
algebra tolerably well ? — No, my dear Sirj .t is Greek to [for] me : 
it can not be understood at first siorht. 



OBSERVATIONS. 

1. Mind not to confound the conjugation of the Verbs in endre^ which 
was seen in the preceding Lesson, with that of the Verbs in prendre. 
They are widely different. 

It is hardly necessary to add that the formation of the Tense-Forms for 
this fourth conjugation is regulated by the same rules as that of those of 
the three others, 

2. These two Verbs are always refiectlvely used. 



FOURTH LESSON OF THE FIFTH COURSE. 

VERBS IN . , . aindre^ eiiulre^ oindre. 



TO CONSTRAr^, TO COMTEL. 

I shall constrain. 
I should constrain. 

CONSTRAIXIXG. 

I constrain, you constrain, he con- 
strains, 

we constrain, you constrain, they 
constrain. 

I was constraining. 

that I constrain, that you con- 
strain, that he constrain, that 
we constrain, that you con- 
strain, that they constrain. 



C0NTRAIND»E. 

je contraindrai, etc. 
je contraindrais, etc. 

contraignant. 

je contrains, tu contrains, il con- 

traint, 
nous contraignons, vous contrai- 

gnez, ils contraignent 

je contraignais, etc. 

que je contraigne, que tu contrai- 
gnes, qu'il contraigne, que nous 
contraignions, que yous contrai- 
gniez, qu"'il3 contraignent. 



S96 

CONSTRAINED. 

I constrained. 

that I might constrain. 

— Conjugate in the same manner 
the- other verbs in aindre^ eindre^ 
oindre, 

ONCE THAT, AS SOON AS. . , 

TO FEAR, 

TO PITY. 

EXCEPT THAT . . , 

TO GIRDLE, TO BELT, TO SURROUND. 
TO INCLOSE. 

WHILST. . . 

TO FEIGN. 

TO WHIMPER. 

— It is very little used. 

TO PAINT. 

TO DEPICT. 

TO PAINT AGAIN. 

ADD TO THAT. . . BESIDE THAT. 

TO IMPRINT. 

TO SQUEEZE OUT, TO STRAIN. 

TO RESTRAIN. 
TO LIMIT. 

Jt» OFTEN AS, EVERY TIMS THAT. . . 
AS OFTEN AS . . » 

TO DYE. 
DYEINGv 

I dye. 

DYED. 

I dyed. 

AS SOON AS. .. 

every time that you will to come 
to see me,, you will oblige me. 



FIFTH COURSE. 



contrahity contrainte. 

je contraignis, etc. 

que je contraignisse, etc. 

— Conjuguez de meme les autrea 
verbes en aindre, ei/ndre^ oiiidre, 

wie fois qyse, , (Ind.) 

CRAINDRE. 
PLAINDRE. 

si ce rCesi que^,, (Ind.) 

CEINDRE. 
ENCEINDRE. 

durant que, . , (Ind.) 

FEINDRE, 
GEINDRE. 

— II est pen uslt^. 

PEINDRE. 

DEPEINDRE* 

REPEINDRE. 

joint d> cela qne^.. (In^) 

EMPREINDRE. 
EPREINDRE. 

ASTREINDRE. 
RESTREINDRE, 

toutes les fois que, , . (Ind.) 

autant de fois que,,, (Ind.) 

TEINDRE. 

teignanU' 

je teins, etc, 

teint. 

je teignis, eta 

^lot que, . . 

toutes les fois que tous voudrez 
venir me voir, vous m'obligerez. 



FOURTH LESSON. 



897 



TO HIT. 
TO TARNISH. 
TO EXTINGUISH. 
TO DTE AGAIN. 

TO FETCH OUT, TO TAKE OUT. 

— It is little used. 

THAT IS TO SAT THAT. . . 

that is to say you complain with- 
out reason. 

TO JOIN. 
JOINING. 

I join. 

JOINED. 

I joined. 

join your two hands to pray God. 

TO ADJOIN. 
TO CONJOIN, 
TO DISJOIN. 
TO ENJOIN. 
TO JOIN AGAIN. 

TO PEEP, TO APPEAR. 

— ^It is little used except in the in- 
finitive. 



ATTEINDRE. 
DETEINDRE. 
ETEINDREL 
KETEINDRE. 

AVEESTDRE. 

— II est pen usit^. 

c^est d> dire que. . , 

c'est a dire que Yoiis Tons plaigne2S 
sans raison. 

JOINDRE, 

joignant. 

je joins, etc. 

joint, jointe. 

je joignis, etc. 

joignez les deux mains pour prier 
Dieu. . (Obs.1.) 

ADJOINDRE. 

CONJOINDRE. 

DISJOINDRE. 

ENJOINDRE. 

REJOINDRE. 

POINDRE. 



tif. 



II ne s'emploie guere qu'a Pinfim- 



FOURTH EXERCISE OF THE FIFTH COURSE. 

1. Do you fear your professor ? — Why should I fear him? he is 
the kindest man I ever met. 2. Into how many groups may this 
lesson be divided, and what are they ? — It may be divided into 
three different groups : the first comprising the verbs in aindre, 
the second those in eindrCy and the third those in oindre. 8. What 
mood do the conjunctions which you saw in the lesson govern? — 
They govern the indicative. 4. How will they paint their parlor? 
— They will paint it in blue. 



OBSERVATIONS. 
1, These Verbs are divided into three groups: i. Those in aindre f 
n. Those in eindre : and iii. Those in oindre. 



898 



FIFTH COURSE. 



FIFTH LESSON OF 



I shall sew. 
I should sew, 

SEWING. 

I seTVj you sew, he sews, 
we sew, you sew, they sew. 

I was sewing. 

that I sew, that you sew, that he 
sew, that we sew, that you 
sew, that they sew. 

sew, let us sew, sew. 

SEWED. 

I sewed. 

that I might sew 

NOT THAT. . . IT IS NOT THAT. . . 

it is not that she sews quick. 

TO RIP, TO UNSEW, TO UNSTITCH. 
TO SEW AGAIN. 

do you not buy a sewing machine ? 

IF so BE THAT. . . 



THE FIFTH COURSK 

. . . oud7'e. 

COUDRE. 

je coudrai, etc. 
je coudrais, etc. 

cousanf, 

je couds, tu couds, il coud, 
nous cousons, vous couse^ lis cou- 
sent. 

je cousais, etc 

que je couse, que tu couses, qu'il 
couse, que nous cousions, que 
vous cousiez, qu'i^ consent. 

couds, cousons, cousez. 

cousu. 

je cousis, etc. 

que je cousisse, etc. (Obs. 1.) 

ce n^esf pas que, . . (Subj.) 

ce n'est pas qu'elle couse vite. 

DECOUDRE. 
RECOUDRE. 

n'achetez-vous pas une machine 

a coudre ? 

si tant est que, • . 



(Subj.) 



— This verb is old, and is used only 
in the infinitive. 

TO ABSOLVE, TO ACQUIT. 

I shall absolve. 
I should absolve. 

ABSOLVING. 

I absolve, you absolve, he absolves, 
we absolve, you absolve, they ab- 
solve. 

I was absolving. 

that I absolve, that you absolve, 
that he absolve, that we ab- 
solve, that you absolve, that 
they absolve. 



SOUDRE. 



— Ce verbe est vieux, et ne s'emploie 
qu'a I'infinitif. 



j'absoudrai, etc. 
j'absoudrais, etc. 

absolvant. 

j'absous, tu absous, il absout, 
nous absolvons, vous absolvez, ils 
absolvent. 

j^absolvais, etc* 

que j'absolve, que tu absolves, 
quil absolve, que nous absol- 
vions, que vous absolviez, qu'ila 
absolvent. 



FIFTH LESSON. 



399 



absolve, let us absolve, absolve. 



— This verb has no preterit definite 
nor imperfect of the subjunctive. 

there were five votes to convict 
the accused and seven to acquit 
him. 

TO DISSOLVE. 
TO RESOLVE. 

— This last verb is not conjugated 
exactly like absoudre, to absolve. 
The participle past is resolu^ re- 
soLVEDj the preterit definite, Je 
resolus^ I resolved, and the imper- 
fect of the subjunctive, que je reso- 
lusse^ that I might resolve, 

SO FAR FROM. .. 



absous, absolvons, absolvez. 

absouSj absoute, 

— Ce verbe n'a point de pass6 d^fini 
ni d'imparfait du subjonctif. 

il y a eu cinq voix pour condam- 
ner I'accuse et sept pour Tab- 
soudre. 

DISSOUDRE. 
RESOUDRE. 

— Ce dernier verbe ne se conjugue 
pas tout-a-fait comme absoudre. Le 
participe passe est resolu^ le passe 
defini, je resolus, et I'imparfait du 
subjonctif, que je resolusse. 



tant s^en faut que. 



(Subj.) 



I shall grind. 
I should grind. 



I grind, you grind, he grinds, 
•we grind, you grind, they grind. 

I was grinding. 

that I grind, that you grind, that 
he grind, that we grind, that 
you grind, that they grind. 

GROUND. 

I ground. 

that I might grind. 

PROVIDED that. . , 

TO GRIND (tools.) 

TO GRIND AGAIN. 

TO GRIND AGAIN (tools.) 

— ^These three verbs are conjugated 
after moudre^ to grind. 

Eoliteness. 
indness. 
rudeness. 

ehow kindness toward your com- 
rades. 



je moudrai, etc. 
je moudrais, etc. 

moulant, 

je mouds, tu mouds, il moud, 
nous moulons, vous moulez, ils 
moulent. 

je moulais, etc. 

que je moule, que tu monies, qu'il 
moule, que nous moulions, que 
vous mouliez, qu'ils moulent. 

moulzu 

je moulus, etc. 

que je moulusse, etc 

TYwyennant que^ , . (Subj.) 

EMOUDRE. 

REMOUDRE. 

REMOUDRE. 

— Ccs trois verbes se conjuguent snr 
moudre. 

la politesse. 
Tobligeance. 
la grossi^rete. 

montrez de Tobligeance envers voa 
camarades. 



400 



FIFTH COURSE. 



FIFTH EXERCISE OF THE FIFTH COURSE. 

1. If you learned this fifth lesson of the fifth course with care, 
you must have perceived that the verbs in oudre are divided into 
three different conjugations. 2. The verbs which come after each 
of the verbs conjugated in full are conjugated like them. 8. After 
having sewed the whole day, will the poor seamstress sew the 
whole night? — She sews day and night. — Is it possible? 4. 
Where do you grind your coffee ? — I grind it at home. 



OBSEEVATIONS. 
1. These Verbs in oudre are divided into three groups — ^differing mainly 
in the Participle Present and in the Participle Past, as also in the Tenses 
depending upon them. 



SIXTH LESSON OF THE FIFTH COUESE. 

VERBS IN . . . aire, — Faire, 



TO no, TO MAKE. 

I shall do, yon will do, he will do, 
we shall do, yon will do, they 
will do. 

I should do, yon would do, he 
would do, we should do, you 
would do, they would do. 

MAKING. 

I do, you do, he does, 
we do, 
you do, 
they do. 

I was doing. 

that I do, that you do, that he do, 
that we do, that you do, that 
they do. 

DONE, MADE. 

I did. 

that I might do. 

UNTIL, UNTIL THAT. . . 

twice two make four. 
■ ten times ten make a hundred, 
twelve times twelve make one 
hundred and forty-four. 



je ferai, tu feras, il fera, nous fe- 
rons, vous ferez, ils feront. 

je ferais, tu ferais, il ferai t, nous 
ferions, vous feriez, ils feraient. 

faisant. 

je fais, tu fais, il fait^ 
nous faisons, 
vous faites, 
ils font. 

je faisais, etc. 

que je fasse, que tu fasses, qu*il 
fasse, que nous fassions, que 
vous fassiez, qu'ils fassent. 

faity faite. 

je fis, etc. 

que je fisse, etc. 

en attendant que,,, (Subj.) 

deux fois deux font quatre. 
dix fois dix font cent, 
douze fois douze font cent qua- 
rante-quatre. (Obs. 1.) 



SIXTH 


LESSON. 


401 


TO COUNTERFEIT. 


CONTREFAIRE. 




TO UNDO, TO UNMAKE, TO DEFEAT. 


DEFAIRE. 




TO DO AGAIN, TO MAKE AGAIN. 


REFAIRE. 




TO UNDO AGAIN. 


REDEFAIRE. 




ALTHOUGH, BESIDE THAT... 


encore que, . . 


(Subj.) 


NOT THAT. . . 


non que, non pas quCs . . 


(Subj.) 


it is fine (weather.) 
it is bad (weathev.) 
\vhat kind of weather is it ? 
is it bad weather ? — I^o, it is very 
fine weather. 


il fait beau, 
il fait manvais. 
quel temps fait-il ? 
fait-il mauvais temps?— 
fait tres beau temps. 


-Non, il 


it is warm, 
it is cold. 


il fait chaud. 
il fait froid. 




TO SATISFY. 


SATISFAIRE. 




TO EXACT. 


SURFAIRE. 




it is sunshine. 


il fait soleil. 




will it be moonshine ? 


fera-t-il clair de lune ? 





to make . . . yelp, 
you make the dog yelp, 
you let the dog yelp, 
prevent him from yelping. 

the rattlesnake. 



they get cheated by the first 

comer, 
they allow themselves to be 

cheated. 

the pike. 

to bespeak, to order. 

to let alone. 

to prevent fi'om doing. 

a swallow. 
a bee. 

to get . . . made, to have . . . made, 
to let. . . be made. 
to keep from doing. 

I will order a hat after the last 

fashion, 
we want to get bills made, how 

much do you ask for a hundred 'i 



faire japper. 

vous faites japper le chien. 
vous laissez japper le chien. 
empechez-le de japper. (Obs. 2.) 

le serpent a sonnettes. 

se faire, . . 

ils se font tromper par le premier 

venu. 
ils se laissent tromper. 

le brochet. 

faire faire. 1 

laisser faire. > (Obs. 3.) 

empecher de faire. ) 

une hirondelle. 
une abeille. 

se faire faire. ) 

se laisser faire. > (Obs. 3.) 

s*empecher de faire. ) 

je vais faire faire im chapeau a 1j 

derniere mode, 
nous voulons nous faire faire de> 

placards, combien en demandez 

vous du cent I 



d02 



FIFTH COURSE. 



SIXTH EXERCISE OF THE FIFTH COURSE. 

1. How many compounds has the verb faire f — It has six 
compound verbs conjugated exactly like itself. 2. Have all the 
different significations of this verb been given in this lesson ? — Far 
from it. 8, Did you get a blue coat made? — I got a black coat 
made by the tailor, 4, Did he not owe you a good deal of money ? 
— He owed me several hundred dollars. 5. What is this seam- 
stress doing ? — She is doing and undoing her work all the time. 



OBSERVATIONS, 

1. The different uses of this Verb are so extensive that we can not do 
more than present a few of them in this Lesson. It gives rise to a great 
number of idiomatical phrases, for which it will be well to consult the dic- 
tionary. 

2. The next Verb Faii^e is very often used with the Infinitives of other 
Verbs. So are Laisser and Empecher, 

3. Faire faire^ To order, literally To make make, is frequently used as 
well as the Eeflective Verb Se faire faire. 



SEVENTH LESSON OF THE FIFTH COURSE. 



VERBS, Plaire and Taire, 



TO please. 

I shall please. 
I should please. 



I please, you please, he pleases, 
we please, you please, they please. 

I was pleasing, 
that I please. 

PLEASED. 

I pleased. 

that I might please. 

would to God I could always 

have good health ! 
God forbid I should be constantly 

exposed to sickness ! 



PLAIRE. 

je plairai, etc. 
je plairais, etc, 

plaisant. 

je plais, tu plais, il plait, 
nous plaisons, vous plaisez, lis 
plaisent. 

je plaisais, etc. 

que je plaise, etc. 

plu, 

je plus, etc. 

que je plusse, etc. 

plut a Dieu que je pusse toujours 

avoir une bonne santc I 
a Dieu ne plaise que je sois sana 

cesse en butte a la maladie ! 



SEVENTH LESSON. 



403 



I will go and see France, my 
country, once more, if it please 
God. 

would to God. . . 
God forbid ! 
if it please God. 



j'irai voir encore une fois la 
France, ma patrie, s'il plait a 
Dieu. 



plut a Dieu que . . 
a Dieu ne plaise ! 
s'il plait a Dieu. 



civil toward. . . 
obliging toward, 
rude toward. . . 



GOVERNMENT OF ADJECTIVES, 

civil 



please ? what do you say ? what 
say? 

polite toward. . . 
impolite toward. . . 
Henrietta shows herself polite to- 
ward those she meets. 

offensive to . . . 
indulgent for. . , 

TO PLEASE, TO COMPLY WITH. 
TO DISPLEASE. 

— This verb, like the preceding one, 
is conjugated after _^?aire, to please. 

constant in . . . 

blind upon. . . 

clear-sighted upon .. . about... 

tranquil upon. . . about... 

be quiet about that ; I shall see 
to it. 

to conceal, to be silent about. 

to keep quiet. 

hold your tongue, sir. 



obligeant >■ envers . . . 
grossier J 

plait-il? 

Fmpolii'^'''''"- 
Henriette se montre polie envers 
ceux qu'elle rencontre. (Obs, 1.) 

offensant ) ^^ 
indulgent J ^ . ' * * 

complaire. 

deplaire. 

— Ce verbe, ainsi que le precedent, 
se conjugue s>\ir jplaire. 

constant dans. . . 

aveugle 

clairvoyant 

tranquille 

soyez tranquille sur cela ; j'y veil- 
lerai. 

T^VIRE. 

se taire. 

taisez-vous, monsieur. 



SEVENTH EXERCISE OF THE FIFTH COURSE. 

1. Are there many verbs belonging to the fourth conjugation? 
— There are about two hundred and twelve [of them]. 2. Does 
the conjugation of the verb plaire differ from that of /aire? — It 
does totally differ from it. 3. Were you sewing my pantaloons 
when I entered your room ? — I was sewing my gown at that mo- 
ment. 4. Where did they take this umbrella ? — They took it at 
the hotel where they were boarding. 



404 



FIFTH COURSE. 



OBSEEVATIONS. 
1. Adjectives are sometimes followed by Nouns or Verbs, called coTnple- 
ments by the French grammarians, helping them to complete the meaning 
of the sentence. In that case, the Adjectives are first followed by a Prepo- 
sition. If such. Preposition were always the same in Prench, or the corre- 
sponding one to the English Preposition, they would be easily learned. But 
such is not the case. The attention of the Student is directed to thia 
branch of study, which will be fully elucidated in the following Lessons. 



EIGHTH LESSON OF THE FIFTH COURSE. 

VEKBs IN . . . aire,—Traire. 

TO MILK (draw.) TRAIRE. 

I shall milk. je trairai, etc. 

I should milk. je trairais, etc. 

trayanL 

je trais, tu trais, 11 trait, 
nous trayons, vous trayez, 



MILKING. 

I milk, you milk, he milks, 
we milk, you milk, 
they milk. 

I was milking. 

that I milk. 

milk, let us milk, milk. 

MILKED. 

— No preterit definite nor imperfect 
of the subjunctive. 



lis traient. 

je trayais, etc. 

que je traye, etc. 

trais, trayons, trayez. 

traity traite. 

— ^Point de preterit defini ni d'im.- 
parfait du subjonctif. 



GOVERNMENT OF ADJECTIVES. 



separable from ... 
inseparable from . . , 

is anxiety inseparable from 
wealth ? 

to milk a cow, a ewe, a she-goat, 
a she-ass. 

amenable to. 

TO ABSTRACT. 
TO ATTRACT. 

thoughtful of. . . 
thoughtless of. . . 



separable ) -, 
inseparable ) 

I'inquietude est-elle inseparable de 
la richesse ? 

traire une vache, une brebis, une 
chevre, une anesse. 

justiciable de. .. 

ABSTRAIRE. 
ATTRAIRK. 



soucieux 
insouciant 



•de. 



NINTH LESSON. 



405 



TO DISTRACT, TO SEPAKATE, TO DIVERT DISTRAIRE. 

FROM. 

TO EXTRACT. EXTRAIRE. 

TO DARN. EENTRAIRE. 

TO REDEEM AN ESTATE. RETRAIRE. 

TO SUBTRACT. SOUSTRAIRE. 

TO BRAY. BRAIRE. 

tlie ass brays. Tane brait. 

absent from . . . 

Oliver is absent from home. 



(Obs. 1.) 



absent de . . . 

Olivier est absent de cbez lui. 



EIGHTH EXERCISE OF THE FIFTH COURSE. 

1. Does the servant milk the cow every morning ? — She does 
milk her not only every morning, but every evening also. 2. 
From what book did you extract this remarkable passage ? — I ex- 
tracted it from a book I bought recently. It is a very old book. 



OBSEEVATIONS. 
1. None of the Verbs in Traire have any Preterit Definite nor Imper- 
fect of the Subjunctive. The primitive meaning of this Verb is To draw^ 
which meaning appears in the compounds. 



NINTH LESSON OF THE FIFTH COURSE. 

VERBS IN »,,ire, — Circoncire, Dire, Conjlre* 



TO CIECUMCISE. 

OIRCUMOISING. 

CIRCUMCISED. 

victory, 
conviction. 



CIRCONCIRE. 

circoncisant 
circoncis, 

la victoire. 
la conviction. 



TO TELL, TO SAY. 

I shall tell. 
I should say. 

TELLING. 

I say, you say, he 
we say, 
you say, 
they say. 



je dirai, etc. 
je dirais, etc. 



je dis, tu dis, il dit, 
nous disons, 
vous dites, 
ils disent. 



406 



FIFTH COURSE. 



I was saying. 

that I say. 

say, let us say, say. 

SAID. 

I said. 

that I might say. 



je disais, etc. 

que je dise, etc. 

dis, disons, dites. 

dity dite. 

je dis, etc. 

que je disse, etc. 



different from . . . 
innocent of. . . 



GOVERNMENT OF ADJECTIVES. 

I different 
I innocent 



de. 



come and bid me good-day before 

starting for school, 
go and wish good-night to the 

gentleman as you come in. 

dissatisfied "with . . . 
are they dissatisfied with what 
I gave them ? 

TO CONTRADICT. 
TO DISOWN. 

a relative to . . . 
free, exempt from . . . 
the speeches of this popular orator 
are not free from monotony. 



venez me dire bonjour» aval t de 

partir pour I'ecole. 
allez dire bonsoir a monsieur en 

arrivant. 

mecontent de . . . 

sont-ils mecontents de ce que je 
leur ai donne ? 

CONTREDIRE. 
DEDIRE. 



^de... 



parent 
exempt 
les discours de cet orateur popu- 

laire ne sont pas exempts de 

monotonie. 



TO INTERDICT. 




INTERDIRE. 


TO CURSE, TO ACCURSE 




MAUDIRE. 


...old. 

Paul is twenty-three 


years old. 


age de . . . 
Paul est a( 


TO DETRACT. 




MEDIRE. 


TO PREDICT. 




PREDTRE. 


TO SAY OVER AGAIN. 




REDTRE. 


native of. . . 
tributary to... 




origin aire 
tributaire 



(Obs. 1.) 



:de. 



you contradict ; contradict, 
you disown ; disown, 
you interdict ; interdict, 
you detract ; detract, 
you predict ; predict. 

why do you calumniate your 
colleagues ? 



vous contredisez ; contredisez. 
vous d6disez ; dedisez. 
vous interdisez ; interdlsez. 
vous medisez ; medisez. 
vous predisez ; predisez. 

pourquoi medisez-vous de vos col- 
lugues? (Obs. l.)l 



NINTH LESSON. 



407 



cursing. 

we curse, you curse, they curse. 

I was cursing. 

that I may curse. 

let us curse ; curse. 

— The participle present of the verb 
maudire, to curse, is in issant, and 
not in isantj like the other com- 
pounds of aire. All the tenses 
formed from the participle present 
are equally spelt with double s. 



maudissant. 

nous maudissons, vous maudissez> 
lis maudissent. 

je maudissais, etc. 

que je maudisse, etc. 

maudissons, maudissez. (Obs. 1.) 

— Le participe present du verbe 
maudire est en issant et non pas en 
isantj comme les auires composes de 
dire. Tons les temps qui se forment 
du participe present s'epellent ega- 
lement avec deux s. 



TO COMFIT (preserve with sugar.) 

COMFITING. 
COMFriED. 

— It is conjugated after contredii^e^ 

TO CONTRADICT. 

greedy, covetous of. . . 
cotemporary of. . . 

was Madame de Stael a cotem- 
porary of Napoleon ? 

TO SUFFICE. 
SUFFICING. 



— It is conjugated like confire, to 
COMFIT, witti the exception, how- 
ever, of the participle past, which 
has no t. 

full of. . . 

this bottle is full of oil. 

expansion. 

the descent. 

the hanging (on the gallows.) 



CONFIRE. 

confisant, 

confitj confite. 

—II se conjugue sur contredire. 



^de.. 



avide ] 

contemporain j 

madame de Stael etait-elle con- 
temporaine de Napoleon ? 

SUFFIRE. 

suffisant. 

mffi. 

— II se conjugue comme confire h. 
I'exception, pourtant, du participe 
passe, qui n'a pas de t. 

plein de . . . 

cette bouteille est pleine d*huile. 



Texpansion. 
la descente. 
la pendaison. 



NINTH EXERCISE OP THE FIFTH COURSE. 

1. What did you tell me yesterday, if you please? I did not 
hear you. — I told you [of] to do your task as soon as possible. 2. 
Will this piece of bread suffice you ? — It will not suffice me, for I am 
very hungry. 3. Tell me, have you three dollars to lend me ? — 
I am very sorry, but I have not a single cent in my porte-monnaie. 



408 



FIFTH COURSE. 



OBSERVATIONS. 
1. The Verbs in Dire may be divided into three groups as to the rules 
of their conjugation : 

I. Lire and Bedire are conjugated perfectly alike. 

II. Gontredire^ Dedire^ Inter dire^ Medwe^ and Predire have the Sec- 
ond Person Plural of the Indicative Present and Imperative in isez^ and 
not in ites, like Di^^e and Eedire. 

III. Maudire makes Maudissard in the Participle Present, etc. 



TENTH LESSON OF 

VEKBS IN . 
TO EEAD, 

I shall read, I should read. 

READING. 

I read, you read, he reads, 
we read, you read, they read. 

I was reading. 

that I read. 

READ. 

I read, that I might read. 

did you read the novel, *' Notre- 
Dame de Paris," by Victor 
Hugo ? 

no. Sir, I did not read it: I do 
not read novels. 



THE FIFTH COUESE. 

. . ire» — Lire, 

LIRE. 

je lirai, je lirais, etc. 

lisant 

je lis, tu lis, il lit, 

nous lisons, vous lisez, ils lisent. 

je lisais, etc. 

que je lise, etc. 

luy lue. 

je lus, que je lusse, etc. 

avez-vous lu le roman de " Notre- 
Dame de Paris," par Yictor Hu- 
go? ^ ^ 

non, monsieur, je ne I'ai pas lu : je 
ne lis pas de romans. (Obs. 1.) 



GOVERNMENT OF ADJECTIVES. 



in love with... 
careful of. . . 

demandable from ... 
distinct from ... 

TO ELECT. 

this officer is elected by the first 

balloting, 
do you elect these judges by the 

majority or by the plurality of 

votes? — We elect them by the 

plurality of votes. 

TO RE-ELECT. 

TO READ OVER AGAIN. 



de. 



amoureux 
soigneux 

exigible de. .. 
distinct de . . . 

ELI&E. 

on elit cet officier au premier tour 
de scrutin. 

61isez-vous ces juges a la majority 
absolue ou a la pluralite des 
voix ? — Nous les elisons a la plu- 
rality des voix. 

REELIRE. 
RELIRE. 



ELEVENTH LESSON. 



409 



TENT'I EXERCISE OP THE FIFTH COURSE. 

1. Will you read my book ? — I shall read it with pleasure. 
Where can it be bought? 2. Do you think this representative 
will be re-elected ? — Did you not know that he had been defeated 
by a large majority ? 3. Where did they read that news ? — They 
read it in this morning's paper. 



OBSEEVATIONS. 
1. The difference between Lire and the other Verbs in ire is, as we saw 
before, in the Participle Past : Bire^ dit ; Siifflre, suffi ; Lire^ 1m, 



ELEVENTH LESSON OP THE FIFTH COURSE. 



I shall laugh. 
I should laugh, 

LAUGHING. 

I laugh, you laugh, he laughs, 
we laugh, you laugh, they laugh. 

I was laughing. 

that I laugh, that you laugh, that 
he laugh, that we laugh, that 
you laugh, that they laugh. 

LAUGHED. 

I laughed. 

that I might laugh. 



•Rire^ Frvre, Ecrire, 

HIRE. 

je rirai, etc. 
je rirais, etc. 

riant 

je ris, tu ris, il rit, 

nous rions, vous riez, lis ri^nt. 

je rials, etc. 

que je rie, que tu ries, qu'il rie, 
que nous riions, que vous riiez, 
qu'ils rient. 

ri. 

je ris, etc. 

que je risse, etc. 



slave to . . . 

do not be a slave to your passions. 

acc^*^' .ory to . . . 
fona of . . . 

what do you laugh at? — I am 
laughing at what just happened. 

whom was he laughing at? — He 
was laughing at him, or rather 
he was laughing at both. 



— It is conjugated after rire, 
18 



GOVERNMENT OF ADJECTIVES. 

esclave de . . . 



ne soyez pas esclave de vos pas- 
sions. 

de quoi riez- vous ? — Je ris de ce 

qui vient de se passer, 
de qui riait-il ? — II riait de lui, ou, 

plutot, il riait de tous les deux. 



SOURIRE. 

— II se conjugue sur rire. 



410 



FIFTH COURSE. 



—This verb is used only in the 
present of the indicative, without 
the plural ; in the future and con- 
ditional, with the singular and plu- 
ral ; in the singular of the impera- 
tive, in the infinitive, and finally in 
all the compound tenses. 

To supply the other tenses, those 
of the verb favre^ to do, with the 
infinitive of /Hre, to fry, are used. 

get some fish fried fox' the break- 
fast. 



— Ce verbe n'est usite qu'au present 
de I'indicatif, sans pluriel ; au futur 
et au conditionnel, avec le singulier 
et le pluriel ; au singulier de I'impe- 
ratif, a I'infinitif, et enfin a tons lea 
temps composes. 

Pour suppleer aux autres tem|)9, 
on se sert de ceux du verbe /aire 
avec I'infinitif de frire : /aire /iri/re, 

faites frire du poisson pour le de- 
jeuner 



I shall write. 
I should write. 

WEITING. 

I write, you write, he writes, 
we write, you write, they write. 

I was writing. 

that I write, that you write, that 
he write, that we write, that 
you write, that they write. 

WTIITTEN. 

I wrote. 

that I might write. 

intoxicated with . . . 
a victim to . . . 

this physician died a victim to 
his devotion. 

whom are you writing to ? — I am 
writing to my father: I have 
wanted to write to hioi a long 
time. 

— Conjugate the following verbs 
after ecrire^ to wbite : 

TO CIRCUMSCRIBE. 

TO DESCRIBE. 

TO INSCRIBE. 

TO PRESCRIBE. 

TO PROSCRIBE. 

TO WRITE OVER AGAIN. 

TO SUBSORTDE. 



ECBIBE. 

j*ecrirai, etc. 
j'ecrirais, etc. 

ecrivant, 

j'ecris, tu ecris, il ecrit, 
nous ecrivons, vous 6crivez, lis 
ecrivent. 

j'ecrivais, etc. 

que j'ecrive, que tu derives, qu'il 
ecrive, que nous ecrivions, que 
vous ecriviez, qu'ils ecrivent. 

ecrit, ecrite. 

j'ecrivis, etc. 

que j'ecrivisse, etc. 

ivre de . . . 
victime de . . . 

ce medecin est mort victime de 
son devouement. 

a qui ecrivez-vous ? — J'ecris a mon 
pere : il y a longtemps que je 
voulais lui dcrire. 

-— Conjuguez sur ecrire les verbes 
suivants : 

CIRCONSCRIRE. 

DECRIRE. 

INSCRIIIE. 

PRESCRIRE. 

PROSCRIRJB. 

RECRIRE. 

SOUSCRIRE. 



TWELFTH LESSON. 



411 



ELEVENTH EXEKCISE OF THE FIFTH COURSE. 

1. Do you write often to your good mother ? — I write to her 
every week without fail. 2. Go and inscribe your name in the 
book. — I will go and inscribe it directly. 3. I understand [learn] 
that you subscribe to the daily paper. — I subscribed to it from the 
foundation of the paper. 



TWELFTH LESSON OF THE FIFTH COURSE. 

VERBS IN , » Are, — Cuire, Gonduire^ Construirey LvAre^ Nuire, 

TO COOK. 

I shall cook, I should cook. 



COOKING. 
COOKED. 

I cooked, that I might cook. 

— The other tenses of the verb are 
conjugated after dire^ to say. 

has the cook cooked the meat? 
did she cook it ? 



CUIRE. 

je cuirai, je cuirais, etc. 

cuisant. 

cuit, cuite. 

je cuisis, que je cuisisse, etc. 

— Les autres temps dii verbe se con- 
juguent sur dire, 

la cuisiniere a-t-elle cuit la viande ? 
I'a-t-elle cuite ? 



GOVERNMENT OF ADJECTIVES. — De BEFORE THE INFINITIVE. 



blameable on account of. . . 

is not your uncle to be blamed 
for having got married at his 
age ? he is over fifty. 

desirous of. . . 

TO ROAST, TO BOIL AGAIN. 

TO CONDUCT. 
CONDUCTING. 
CONDUCTED. 

— It is conjugated after cuiref as 
well as all the verbs in uire, which 
are found below in this lesson. 

TO SHOW OFF. 

TO DO OVER, TO DAUB. 

this enormous pipe carries water 
from one reservoir to the other. 

TO INDUCE. 
TO INTRODUCE 
TO PRODUCE 



blamftble de. . . 

votre oncle n'est-il pas blamable 
de s'etre marie a son age? il 
a cinquante ans passes. (Obs. L) 

desireux de . . . 



CONDUIRE. 

conduisant, 

conduit^ conduite. 

— II se conjugue sur cuire^ ainsi que 
tous les verbes qui se trouvent plus 
has dans cette leQon. 

ECONDUIRE. 
ENDUIRE. 

cet enorme tuyau conduit les eaux 
d'un reservoir a I'autre. 

INDUIRE. 

INTRODUIRE 

PRODUIRE. 



412 



FIFTH COURSE. 



I 



TO REPRODUCE. 

TO RECONDUCT. 

TO REDUCE. 

TO PLASTER OVER AGAIN, 

TO SEDUCE. 

TO TRANSLATE. 

curious to . . . puzzled to . . . 
I should be curious to know the 
age of this young lady. 

TO CONSTRUCT. 
CONSTRUCTING. 
CONSTRUCTED. 

an earthquake has destroyed the 
greater part of the city. 

TO DESTROY. 
TO INSTRUCT. 
TO RECONSTRUCT. 

very sorry to . . . 

I am very sorry not to be able to 
be useful to you. 



^ 
^ 



I shone, that I might shine, etc. 

— This verb and the following ones 
are conjugated after cuire^ to cook, 
with tho^exception of the participle 
past, which has no t : lui, not Iuit. 

Luire^ TO shine, is conjugated 
only in the third persons of the sin- 
gular and plural. 

\ the sun shines for alL 

r 

TO SHINE, TO GLITTER. 
TO GLIMMER. 

glad. 

very glad to . . . 

I am glad to &ee you again. 



you must not injure the interests 
of rivals out of sheer mischief. 

TO HURT ONE ANOTHER. 



REPRODUIRB. 

RECONDUIRE. 

REDUIRE. 

RENDUIRE. 

SEDUIRE. 

TRADUIRE. 

curieux de . . . 

je serais curieux de savoir Tage de 
cette demoiselle. 

CONSTRUIRE. 

construisant 

construit 

un tremblement de terre a detruit 
la plus grande partie de la ville. 

DETRUIRE. 
INSTRUIRE. 
RECONSTRUIRE. 

desole de . . . 

je suis desole de ne pouvoir vous 
etre utile. 



LUIRE. 

je luisis, que je luisisse, etc. 

— Ce verbe et les suivants se conju- 
guent sur cuire, a 1' exception du 
participe pass^, qui n'a pas de t : lui, 
et non pas Iuit. 

Zuire ne se conjugue qu'aux troi- 
siemes personnes du singuHer et du 
pluriel. 

le soleil luit pour tout le monde. 

RELUIRE. 
ENTRE-LUIRE. 

aise de... 

bien aise de . . . 

je suis bien aise de vous re voir. 



il ne faut pas nuire aux int6r^ts 
de ses rivaux par pure malice. 

s'entre-nuire. 



THIRTEENTH LESSON. 



413 



TWELFTH EXERCISE OF THE FIFTH COURSE. 

1. Why have all these honorable men been proscribed? — They 
are political refugees. 2. Where did you lead this gentleman? — I 
was leading him to the door. 3. Will you not introduce this 
stranger into the parlor ? — I will introduce him there if you wish. 
4. Have this fish well cooked. — Shall I get it fried ? Do as you 
please. 

OBSEEVATIONS. 
1. We Baw, in the former Lessons, the Adjectives governing the Noun, 
or rather preceding it, connected by a Preposition. In this and other 
Lessons, they govern the Verb in the Infinitive preceded by de. 



THIRTEENTH LESSON OF THE FIFTH COURSE. 
VEEBS IN . . . oire. — Boire^ Orowe, 

BOIRE. 



TO DRINK. 

I shall drink. 
I should drink. 

DRINKING. • 

I drink, you drink, he drinks, 
we drink, you diink, 
they drink. 

I was drinking. 

that I drink, that you drink, that 

he drink, 
that we drink, that you ii'ink, 
that they drink. 

drink, let us drink, drink. 

DRLTNK. 

I drank, that I might drink. 



je boirai, etc. 
je boirais, etc. 

huvant. 

je bois, tu bois, il boit, 
nous buvons, vous buvez, 
ils boivent. 

je buvais, etc. 

que je boive, que tu boives, qn*H 

boive, 
que nous buvions, que vous buviez, 
qu'ils boivent. 

bois, buvons, buvei 

hu. 

je bus, que je busse, etc. 



what do you drink at your dinner \ 1 que buvez-vous a votre diner ?— 
— I drink water. ' Je bois de I'eau. 



GOVERNMENT OF ADJECTIVES. — De BEFORE THE INFINITIVE, 

joyful to. . . 

we are quite joyful to have taken 

you unawares so early in the 

morning. 

charmed to . . . charme de . . . 

TO DRINK AGAIN. 



joyeux de. . . 

nous sommes tout joyeux de voua 
avoir surpris de si matin. 



414 



FIFTH COURSE. 



TO BELIEVE. 

I shall believe, I should believe. 

BELIEVING. 

I believe, you believe, be believes, 
we believe, you believe, 
they believe. 

I was believing. 

that I believe, that you believe, 

that he believe, 
that we believe, that you believe, 

that they believe. 

believe, let us believe, believe. 

BELIEVED. 

I believed, that I might believe. 

do you not believe me ? — I believe 
you without difficulty. 

do you not believe what I am 
telling you? do you not be- 
lieve it? 

who does not believe in God ? 

did he believe in the Spirits ? 

glad to . . . 

enchanted to . . . 

my brother Julius is enchanted to 
have made your acquaintance 
on board the steamboat. 

TO PERSUADE. 

to make believe. 

TO DISBELIEVE. 

in raptures to . . . 
my mother was in raptures to 
know that I was out of danger. 

the suspension. 
the rendezvous, 
the report. 

who prepared this report? — It is 
the secretary. 

the cordial understanding. 



CROIRE. 

je croirai, je croirais, etc. 

croyajit. 

je crois, tu crois, il croit, 
nous croyons, vous croyez, 
ils croient. 

je croyais, etc. 

que je croie, que tu croies, qu'il 

croie, 
que nous croyions, que vous 

croyiez, 
qu'ils croient. 

crois, croyons, croyei 

cru. 

je crus, que je crusse, etc. 

ne me croyez-vous pas? — Je vous 
crois sans peine. 

ne croyez-vous pas ce que je vous 
dis ? ne le croyez-vous done pas ? 

qui ne croit pas en Dieu? 
croyait-il ^ux Esprits ? 

content de . . . 

enchante de . . . 

mon frere Jules est enchante d'a- 
voir fait votre connaissance k 
bord du bateau a vapeur. 

ACCROIRE. 

faire accroire. 

MECROIRE. 

au comble de la joie de. . . 

ma mere fut au comble de la joie 

d'apprendre que j'^tais hors de 

danger. 

la suspension, 
le rendez-vous. 
le compte-rendu. 

qui a redige ce compte-rendu?— 
C'est le secretaire. 

I'entente cordiale. 



FOURTEENTH LESSON. 



415 



THIRTEENTH EXERCISE OP THE FIFTH COURSE. 

1. Do you believe that story ? — I do not believe a line of it. 2. 
Do you not drink wine at all ? — I drink it sometimes at my dinner, 
but not in great quantity. 3. This lawyer drinks a great deal, it 
is said. — It is not probably true. 4. Good morning. — Good day. 



FOURTEENTH LESSON OF THE FIFTH COURSE. 
VEKBS IN . . . ore, — Qlor^ 



TO CLOSE. 

I shall close, I should close. 

— 1^0 participle present. 

I close, you close, he closes, 
we close, you close, they close. 

I was closing, 
that I close. 



CLORE. 

je clorai, je clorais, etc. 
— Pas de participe present, 
je clos, tu clos, il clot, 
nous closons, vous closez, ils clo- 
sent. 

je closais, etc. 

que je close, etc. 

clos, close. 

— ^Point de preterit defini ni d'im- 
parfait du subjonetif dans aucun de 
ces verbes en ... ore, 

we could not close our eyes for nous n'avons pu clore Toeil de la 
the night, nuit. 

GOVERNilENT OF ADJECTIVES. — De BEFORE NOUNS AND INFINITIVES. 



— No preterit definite nor imperfect 
of the subjunctive in any of these 
verbs in . . . ore. 



guilty of. . , 

is the prisoner guilty of this 

crime? 
is he guilty of having killed this 

hunter \ 



— This verb is little used except 
in the infinitive aii'l in the third 
persons of some tenses. The com- 
pound tenses are cuigugated with 
the verb Ure^ to be. 

these flowers opened during the 
night. 

TO INCLOSE. 
TO PEECLUDE. 



coupable de. . . 

le prisonnier est-il coupable de ce 

crime ? 
est-il coupable d'avoir tue oe ehas- 

seur ? 



— Ce verbe n'est guere usite qu'^ 
I'infinitif et aux troisi ernes personnes 
de quelques temps. Les temps com- 
poses se conjuguent avec le verba 
Ure, 

ces fleurs sent ecloses durant la 
nuit. 

ENCLORE. 
FOECLORE. 



416 



FIFTH COURSE. 



capable of. . . 
incapable of . . . 

responsible for. . . 

inconsolable for. . . 

this highwayman is capable of 
everything. 

Jefferson, the author of the Decla- 
ration of Independence, had a 
genius capable of conceiving 
everything. 

a chink, slit, 
the defense. 

I see you looking through the 
chinks of the door. 

the besieged made a gallant re- 
sistance, but they had to yield 
to numbers. 



capable )^ 
incapable J 

responsable de. • / 

inconsolable de. . . 

ce bandit est capable de tout. 

Jefferson, Tauteur de la declara- 
tion de I'independance, avait un 
genie capable de tout concevoir. 

une fente. 
la defense. 

je te vols qui regarde d travers les 
fentes de la porte. 

les assieges firent une belle de- 
fense, mais ils durent ceder au 
nombre. 



FOURTEENTH EXERCISE OF THE FIFTH COURSE. 

1, Are you capable of knowing my thought by looking at me ? 
— I am capable of it. 2. Are you going to inclose this garden for 
the winter ? — I am going to inclose it very soon. S. Is she incon- 
solable for the loss of her husband ? — She is [so]. 



OBSERVATIONS. 
1. Here we have Adjectives fallowed by de before either Kouns or 
Verbs in the Infinitives. They will be placed under distinctive heads. 



FIFTEENTH LESSON OF THE FIFTH COURSE. 



TO BREAK. 



I break, you break, 
he breaks. 



— ^This verb, as well as its com- 
pounds, is conjugated ix^tQrrepandre^ 
TO SPILL, with the exception of the 
third person singular ot the indica- 
tive present, which takes a t: il 
rompTj and not il romp. 



r . . ,^re, 

ROMPRE. 

rompant. 

je romps, tu romps> 
il rompt, etc. 

rompu. 

— Co verbe, ainsi que ses composes, 
se conjiiguo sur repaiidre^ h 1' excep- 
tion de la troisiemo personne dii sin- 
gulier du present de I'indicatif, qui 
prend un t : il rompT^ et non pas, il 
romp. 



FIFTEENTH LESSON. 



417 



GOVERNMEXT OF ADJECTIVES. — De BEFORE N0TJN3 AND INFINITIVES. 



proud of . . . 
ashamed of . . . 

the dyer was ashamed of his con- 
duct. 

he felt ashamed for having ap- 
plauded beyond measure. 

this prisoner broke his chains, 
they succeeded in breaking off the 
marriage of Miss X and Mr. D. 

pleased with . . . 
impatient of. . . 

TO CORRUPT. 

worthy of. . . 
tmworthy of. . . 

TO INTERRUPT. 

all the works of the State are 
interrupted on account of the 
misunderstanding which has 
arisen between the contractors 
and their men. 

tired with, of. . . 
indignant at . . . 
wearied of. . . 

such conduct towards war prison- 
ers was somewhat revolting; 
the troops were indignant at it. 

far from . . . remote from . . . 
in despair, sorry for. . . 

deeply grieved for having lost his 
fortune by gambling, this officer 
gave himself up to all excesses. 

afflicted with . . . 
very sorry for . , . 

the attention, 
the extent 
the pretension. 

take care, mind what you are 
going to do. 
18* 



glorieux de . . . 
honteux de . . . 

le teinturier etait honteux de sa 
conduite. 

il s'est senti honteux d'avoir ap- 
plaud! a outrance. 

ce prisonnier a rompu ses chaines. 

elles ont reussi a rompre le ma- 
nage de mademoiselle X. et de 
monsieur D. 

content de . . . 
impatient de . •. . 

CORROMPRE, 



digne ) 
indigne ) 



de. 



INTERROMPRE. 

tons les travaux de I'etat se trou* 
vent interrompus par suite de 
la mesintelligence survenue 
entre les entrepreneurs et leurs 
ouvriers. ♦ 

fatigue de . . . 
indigne de. . . 
lasse de . . . 

une pareille conduite envers des 
prisonniers de guerre avait 
quelque chose de revoltant ; les 
troupes en furent indignees. 

eloigne de . . . 
desespere de . . . 

desespere d'avoir perdu sa fortune 
au jeu, cet officier s'est aban- 
donne a tons les exces. 

afflige de . . . 
desole de. . . 

I'attention. 
Tetendue. 
la pretention. 

prenez garde, faites attention a 06 
que vous allez faire. 



418 



FIFTH COURSE. 



FIFTEENTH EXERCISE OF THE FIFTH COURSE. 

1. Do not make so much noise, if you please : you break my 
head. — Do I break your head by making so much noise ? 2. They 
interrupted this speaker every moment. 8. You should not inter- 
rupt the speaker when he is speaking. 



SIXTEENTH LESSON OF THE FIFTH COURSE. 

VEEB IN etre» 



— We gave the conjugation of this 
verb iu the two first courses. 

I think ; therefore I am. 



ETRE, 

— Nous avoufi donne la conjugaison 
de ce verbe dans les deux premiers 
cours. 

je pense, done jesuis. (Descartes.) 



GOVERNMENT OF ADJECTIVES. — De BEFORE NOUNS AND INFINITIVES. 



jealous of. . . zealous of. . . 

are you jealous of my successes, 

Charles ? 
no, my dear Oliver, I am jealous 

of nothing but to imitate you. 

— ^We saw, in the preceding courses, 
the verb etre^ to be, used as an 
auxiliary ; it is used in that way to 
conjugate passive verbs and certain 
neuter or unipersonal verbs : 

we are interrupted every moment. 

you fell. 

great calamities have happened. 

proud of. . . 

— The verb etre was also used in 
the pronominal verbs with the sig- 
nification of the verb avoir, to have : 

they defended one another, that 
is to say, they defended [them- 
selves] the one the other. 

tired of . . . 

— Etre, TO BE, has also been em- 
ployed by us, in the mean time, in 
Its proper sense, as an independent 
verb, whenever we thought proper 
to use it. 



jaloux de. . . 

etes-vous jaloux de mes succds, 

Charles? 
non, mon cher Olivier, je ne suis 

jaloux que de vous imiter. 

— Nous avons vu, dans les cours qui 
precedent, le verbe etre employe 
comme auxiliaire : il sert alors a con- 
juguer les verbes passifs, et certains 
verbes neutres ou unipersonnels ; 

nous sommes interrompus a tout 

moment, 
vous etes tombes. 
il est arrive de grands malheurs. 

fier de . . . 

— Le verbe etre a ete employ^ aussi, 
dans les verbes pronominaux, avec 
la signification du verbe avoir : 

ils se sont defendus, c'est a dire, ils 
ont defendu eux-memes, I'un 
I'autre. 

las de . . . 

— Nous avons en meme temps em- 
ploy6 le verbe etre dans son sens 
propre. comme verbe independant. 
toutcs les fois que nous I'avons juge 
h propos. 



SIXfEENTH LESSON. 



419 



sure of . . . 

I have been to the exhibition, 
they have gone to hear the ser- 
mon. 

— The compound tenses of the verb 
^t7'e are used instead of those of the 
verb alle?^ if you mean to represent 
that you have returned from a place. 

Allei' is used if you mean to say 
that you are still in a place, that you 
have not returned from it. 

the extension. 

the sale. 

he made more than one thousand 
five hundred dollars by the 
sale of this piece of land. 

the casting. 

how is the casting of types used 
in printing made ? 

the laying of eggs. 
the correspondence. 
the response. 

it is the seasoi. when partridges 
are laying. 

the shearing. 

the loss. 

the loss of his two brothers in a 
shipwreck has profoundly af- 
flicted him. 

a horsebit. * | 
the bite. i 
the horses rjA away. 

the twisting.* 



sur de . . . 

j'ai ete a I'exposition. 

ils sent alles au sermon. 

— On se sert des temps composes du 
verbe etre au lieu de ceux du verbe 
alle?', si I'on veut faire entendre 
qu'on est de retour d'un endroit. 

On emploie aller si I'on veut dire 
qu'on est encore dans un endroit, 
qu'on n'en est pas de retour. 

I'extension. 

la vente. 

la vente de ce morceau de terre 
lui a rapporte plus de quinze 
cents dollars. 

la fonte. 

comment se fait la fonte des ca- 
racteres d'imprimerie ? 

la ponte. 

la correspondance. 

la reponse. 

c'est la saison ou les perdrix font 
leur ponte, 

la tonte. 

la perte. 

la perte de ses deux freres, dans 

un naufrage, I'a jete dans une 

profonde tristesse. 

le mors, 
la morsure. 

les chevaux prixent le mors aux 
dents. 

le tordage. 



SIXTEENTH EXERCISE OF THE FIFTH COURSE. 

1. How are you since your return? — I am tolerably well, thank 
you. 2. llave you been to the country since I saw you ? — No, 
Sir, I have remained in the city all the time. 3. Where is Oliver ? 
— He is gone to church. 



420 



FIFTH COITRSB. 



SEVENTEENTH LESSON 

VERBS IN ,. 
10 BE iBORN, TO SPRING. 

I shall be born. 
I should be born, 

BEING BORN. 

' am born, you are born, he is borny 
we are born, you are born, they 
are born. 

I was born. 

that I may be born. 

BORN. 

I was born. 

that I might be boru. 

I was born. 

THROUGH . , . 

through the wood. 

where was your father born ? 
he was born in France, near 
Paris. 

FROM (above) ... 

FROM UNDER . . . 

take the kettle off from the ma- 
hogany table. 



■BNDER. . . 

let us make the hena pass under 
the fencer 

TO REVIVE. 

— ^It is conjtigated after naitre. 

mature seems to revive in the 
spring. 

OPPOSITE. . . 
FULL . . . 

Louise has her apron full of pea- 
nuts ; let us go and ask her for 
some. 

the taking. 

the taking of Genoa cost a great 
deal of blood and treasure. 



OF THE FIFTH COUESE. 

, aitre. — Naitre, 

NAITRE. 

je naitrai, etc. 
je naitrais, etc. 

nais&ant, 

je nais, tu nais, il nait, 

nous naissons, vous naig©ez> ils 

naissent. 

je naissais, etc. 

que je naisse, etc. 

we, etc. 

je naquis, etc. 

que je naquisse, etc 

je suis n6, etc. 

d, tr avers, , . 

a travers le bois, 

ou votre p^re est-il n6 ? 

il est ne en France, pr^s de Paria. 

de dessus,,. 



enlevez la chaudiere de dessus la 
table d'acajou. 

par-dessus, ., 
par-dessous. .. 

faisons passer les pouies par-dessus 
la cloture. 

RENAITRE, 

— ^11 se conjugue sur nakre. 

la nature semble renaitre au prirt- 
temps. 

vis'd-vis . . . 
plein . . . 

Louise a des pistachis plein son 
tablier : allons lui ej demander. 



%r 



la prise. 

la prise de Genes a cout6 beaucoup 
de sang et d'or. 



SETENTEEKTH LESSON. 



421 



IT IS A PITY THAT. 



it is a pity that he "was bom poor ; 
he would have made his way 
rapidly. It is a great pity. 

ON ACCOUNT OF. . . 
CONSIDERING . . . 

these precautions are not too 
great, considering the great 
number of foreigners who ar- 
rive every day. 

what is it ? 
what is that ? 

do you know what it is ? 
do you know what that is ? 

what it is. 
what that is. 

it IS a ship. 

give me a pinch of snuff. 
the apprenticeship, 
the comprehension, 
an enterprise, undertaking, 
there is an undertaking worthy of 
your courage. 

the resumption, retaking, 
the resumption of business is go- 
ing on slowly. 

the surprise. 

a mistake. 

what a fatal mistake I 



c^est dommage que, . . (Subj.) 

c'est dommage qu'il soit ne pauvre, 
il aurait fait son chemin rapide- 
ment. C'est grand dommage. 

attendu, . . 
vu, , . 

ces precautions ne sont pas de 
trop, vu le grand nombre d'e- 
trangers qui arrivent tons lea 
jours. 

j qu'est-ce que c'est ? 
( qu'est-ce ? 
qu'est-ce que c'est que cela f 

savez-vous ce que c'est ? 
savez-Yous ce que c'est que cela ? 

ce que c'est. 

ce que c'est que cela. (Obs. 1.) 

c'est un batiment. 

donnez-moi une prise de tabac, 
I'apprentissage. 
la comprehension, 
une entreprise. 

Yoila une entreprise digne de TOtre 
courage. 

la reprise. 

la reprise des affaires s'opere len- 

tement. 

la surprise. 

une meprise. 

quelle fatale meprise I 



SEVENTEENTH EXERCISE OF THE FIFTH COURSE. 

1. What is it? what is that? — I do not know what it is. 2. 
Where was Napoleon Bonaparte born ? — He was born in Ajaccio, 
8. Is it not a pity that we do not know how to play cards, sing 
ballads, and dance the polka ?— It is a great pity, indeed. 



OBSERVATIONS. 

1. This manner of speaking so peculiar and idiomatic, is, moreover, very 
frequently used in French. 



422 



FIFTH COURSE. 



EIGHTEENTH LESSON OF THE FIFTH COUKSB. 

VERBS IN . . . aitre, — Connaitre^ Faraitre^ Paitre, 



TO KNOW, TO BE ACQUAINTED WITH. 

I shall know, I should know. 

KNOWING. 

I know, you know, he knows, 
we know, you know, they know. 

I was knowing. 

that I know, that you know, that 
he know, that we know, that 
you know, that they know. 

know, let us know, know. 

KNOWN. 

I knew, that I might know. 

TO FEAR THAT. . . 

—This verb is among those which 
require the negative in the subordi- 
nate proposition, when the princi- 
pal proposition is affirmative : 

we are afraid that Frances may 
start without coming to bid us 
adieu. 

But if this principal proposition is 
negative, then ne is never expressed 
in the secondary proposition : 

do not fear that I shall dye my 
ribbon. 

In fine, if it be desired that the thing 
expressed by the verb of the subor- 
dinate sentence should happen, ne... 
pas, NOT, must be put in the subor- 
dinate phrase. For instance, when 
any one says : 

I am afraid that my friend may 
not come on account of the 
bad weather, 

it is evident that he wishes his 
friend to come, even in spite of the 
bad weather, and that is the reason 
why ne... pas, not, is necessary. 



CONNAITRE. 

je connattrai, je connaitrais, etc 

connaissanf. 

je connais, tu connais, il connait, 
nous connaissons, vous connaissez, 
ils connaissent. 

je connaissais, etc. 

que je connaisse, que tu connaisses, 
qu'il connaisse, que nous con- 
naissions, que vous connaissiez, 
qu'ils connaissent. 

connais, connaissons, connaissez. 

connu. 

je connus, que je connusse, etc 

craindre qtoe, . . 

— Ce verbe est du nombre de ceux 
qui exigent la negative dans la pro- 
position subordonnee quand la pro- 
position primordiale est affirmative : 

nous craignons que Francoise ne 
parte sans venir nous dire adieu. 

Mais si cette proposition primor- 
diale est negative, on n'exprime ja- 
mais ne dans la proposition secon- 
daire : 

ne craignez pas que j'aille teindre 
mon ruban. 

Enfin, si Ton souhaitait que la 
chose exprimee par le verbe de la 
phrase subordonnee arrivat, il fau- 
drait aj outer ne . . . pas a la subor- 
donnee. Par exemple, lorsque quel- 
qu'un dit: 

je crains que mon ami ne vienne 
pas a cause du mauvais temps, 

il est evident qu'il souhaite que son 
ami vienne, meme on depit du mau- 
vais temps, et voila pourquoi il faut 
dire ne. . , pas. 



EIGHTEENTH LESSON, 



423 



are you acquainted with the gen- 
tleman who is seated in the 
window opposite ? 

I know him by sight, but I do not 
know him by name. 



NOT TO KNOW. 
TO RECOGNIZE, 



connaissez-vous ce monsieur qui 
est assis a la croisee, en 
face ? 

je le connais de Yue, mais je ne le 
connais pas de nom. 

MECONNAlTRE. 

beconnaItre. 



GOVERNMENT OF ADJECTIVES.- 



; BEFORE NOUNS. 



pardonable to, excusable in . . . 

this fault would be excusable in a 
child, but it is not in a big boy 
like you. 

unpardonable to . . . 

the constraint, 
the fear, 
the complaint. 

it is better to lead men through 
love than through fear. 

a girdle, sash. 

a good name is better than riches, 
says a French proverb. 

the inclosure, circuit. 

the walls around Paris, built 
during the reign of Louis Phi- 
lippe, have cost France more 
than five hundred millions of 
francs. 

the feint, dissimulation, 
the painting, 
painting in oil. 
crayon-drawing. 

the print, stamp. 

the hand of God is visible in all 
his works. 

the restriction. 

the complexion. 

the tint. 

mezzotinto. 

the dyeing, dye. 

to put a stuff in dyeing. 

an extinguisher. 



pardonnable d . . . 

cette faute serait pardonnable a 
un enfant, mais elle ne Test pas 
a un grand gargon comme 
vous. (Obs. 1.) 

impardonnable a. . . 

la contrainte. 
la crainte. 
la plainte. 

il vaut mieux conduire les hommes 
par I'amour que par la crainte. 

une ceinture. 

bonne renommee vaut mieux que 

ceinture doree, dit un proverbe 

frangais. 

I'enceinte. 

le mur d'enceinte de Paris, eleve 
sous le regne de Louis-Philippe, 
a coute a la France plus de cinq 
cent millions de francs. 

la feinte. 
la peinture. 
peinture a Thuile. 
peinture au pastel. 

Tempreinte. 

Tempreinte du doigt de Dieu se 
reconnait dans toute la nature. 

la restriction. 

le teint. 

la teinte. 

demi-teinte. 

la teinture. 

mettre une etoffe a la teintura 

un eteignoir. 



424 



FIFTH COURSE. 



TO APPEAR. 

— This verb and its co^mpounds are 
conjugated after connmtre^ to know. 

TO APPEAR. 

to APPEAR (before a tribunal.) 

TO DISAPPEAR. 

TO APPEAR AGAIN. 

— The verbs ajpparaitre and dispa- 
raitre are conjugated in their com- 
pound tenses with avoir or etre. 



— Ce verbe et ses ^composes se con* 
juguent sur connaitre. 



apparaitre. 
comparaitre. 
disparaItre. 
reparaItre. 



— Les verbes apparaitre et disparait7*e 
se conjuguent, dans leurs temps 
composes, avec avoir ou etre. 



— This verb, which is conjugated 
after connaUre, has no preterit de- 
finite nor imperfect of the subjunc- 
tive. The participle past, puj is 
little used. These observations are 
equally applicable to its compound, 
repaitre. 



the joint. 

the junction. 

the joint of the shoulder. 

the adjunction. 
a conjunction, 
the injunction. 

a point, period, dot, stitch. 

a semicolon. 

a colon. 

a point of interrogation. 

a point of exclamation. 



PAITRE. 

— Ce ^verbe, qui se conjugue sur 
connaitre^ n'a point de preterit defini 
ni d'imparfait du subjonctif. Le 
participe passe, pu^ n'est guere usite. 
Ces observations s'appliquent egale- 
ment a son compose, repaitre. 



le joint. 

la jointure. 

le joint de I'epaule. 

I'adjonction. 
ime conjonction. 
I'injonction. 

un point. 

un point et une virgule. 

un deux-points. 

un point d'interrogation. 

un point d'exclamation. 



EIGHTEENTH EXERCISE OF THE FIFTH COURSE. 

1. This lesson may be divided into three groups of verbs : the 
first group contains the verb connaitre and its compounds ; the 
second contains jparaUre and others ; and the third embraces 
paitre. 2. Should you have recognized me if you had not known 
that I was in the city ? — To tell the truth, I doubt ifc. 8. When I 
left our city for California, I had no beard, no whiskers, no mous- 
tache, and now I have those things in abundance. 



OBSEKVATIONS. 
1. A certain number of Adjectives require a, to, before the following 
Noun. 



NINETEENTH LESSON. 



4^5 



NINETEENTH LESSON 

VERBS IN . . . 
TO GROW. 

I shall grow, I should grow. 

GROWING. 

I grow, you grow, lie grows, 
we grow, you grow, they grow. 

I was growing, 
that I grow. 

GROWN. 

I grew, that I might grow. 

— They write, with a circumfiex ac- 
cent over the % the three persons of 
the singular of the verb crcntre and 
its derivatives, and the participle 
past with the circumflex accent 
over the w, to distinguish them fro m 
the corresponding tenses of the verb 
croirej to believe. 

the hyssop grows in the valleys. 

TO ENLARGE. 
TO DECREASE. 



OP THE FIFTH COURSE. 

(nt?'e. — Croit?'e. 

CROlTRE. 

je croitrai, je croitrais, etc. 

croissaiit. 

je crois, tu crois, il croit, 
nous croissons, vous croissez, ils 
croissent. 

je croissais, etc. » 

que je croisse, etc* 

cru, crue. 

je crus, que je crusse, etc. 

— On ecrit, avec un accent circon- 
flexe sur l'^, les trois ^personnes du 
singuiier du verbe croitre et de sea 
derives, et le participe passe avec un 
accent circonflexe sur I'w, pour les 
distinguer des temps correspondanta 
da verbe croire. 

Thy sop e croit dans les vallees. 

ACCROITRE. 
DECROITRE. 



applicable to . . . 
suitable to . . . 
similar to . . . 

is this sewing machine similar to 
mine ? — I do not know anything 
about it. t 



remain near me, Jane : I am not 
. well. 

indebted to . . . for 

I am indebted to you for life. 

favorable to . . . 
formidable to . , . 
impenetrable to . . , 

ROLTs^D . . . 

to walk round the garden. 

FOR WANT OF. . . 



applicable \ 
convenable >-a. , . 
semblable ; 

cette machine a coudre est-elle 
semblable a la mienne ? — Je n*en 
sais rien. 

aupres de, . , 

restez aupres de moi, Jeanne; je 
ne suis pas bien portante. 

redevable a. . . de. . . 

je vous suis redevable de la vie. 

favorable ) 
redoutable > a . . . 
impenetrable ) 

autour de, , . 

se promener autour du jardin. 

faute de, , , 



426 



FIFTH COURSE. 



formidable to . 
preferable to . . 
hurtful to , , . 
profitable to . . 



similar to, conformable to . , . 
the ambassador acts in conformity 
to his instructions. 

repugnant to . , . 

inferior to . . . 
superior to . . . 
posterior to . . . 
anterior to , . , 

the junction. 

the junction of the Pacific and 
Atlantic oceans, by a railroad 
over the isthmus of Panama, 
must be considered as one of the 
most remarkable events of our 
times. This great work was 
completed in eighteen hundred 
and fifty-five. 

the sewing, seam. 

the absolution. 

the dissolution. 

the resolution. 

this young officer displayed a 
great deal of resolution in the 
defense of the fort which had 
been committed to him. 

a mill. 

a windmill. 

it is a thing done. 

the making. 

the counterfeiting, spurious edi- 
tion. 

the defeat. 

the satisfaction. 

the defeat, by the government 
troops, of the insurgents, was 
the signal for an unexampled 
massacre of the unfortunates 
who engaged in that rash en- 
terprise. 



formidable \ 
preferable ( ^ 
prejudiciable f * ' ' 
profitable ) 

hors de, ,. 

conform e a. . . 

I'ambassadeur agit d'une manidr« 
conforme a ses instructions. 

antipathique a. . . 

inferieur \ 
superieur { > 
posterieur r ^* • • 
anterieur ) 

la jonction. 

on doit considerer la jonction de 
I'ocean Pacifique et de I'ocean 
Atlantique, par un chemin de 
fer a travers I'isthme de Panama, 
comme Tun des eveuements les 
plus remarquables de notre' 
temps. C'est en mil huit cent 
cinquante-cinq que ce grand ou- 
vrage fut acheve. 

la couture. 

I'absolutioru 

la dissolution. 

la resolution. 

ce jeune officier a deploye une 
grande resolution dans la defense 
du fort qu'on lui avait confiee. 

un moulin. 

un moulin a vent. 

c'est un fait accompli. 

la fa^on. 

la contrefa^on. 

la defaite. 

la satisfaction. 

la defaite des insurges, par les 
troupes du gouvernement, fut le 
signal d'un massacre sans exem- 
ple des maiheureux qui avaient 
pris part a cette echauflbur^e. 



TWENTIETH LESSON. 



427 



NINETEENTH EXERCISE OF THE FIFTH COURSE. 

1. You told me the other day that your expenses were increas- 
ing, is it really the case? — My expenses have been increasing 
every year. 2. Did you observe any resemblance between the 
verb croirej to believe, and croitre, to grow? — The three first 
persons of the singular of the present indicative are distinguishe*d 
from one another only by a circumflex accent. 8. When do you 
start for California ? — In a fortnight. 4. Will you not come and 
see me before you start? — I shall not fail to do it 



TWENTIETH LESSON OF THE FIFTH COURSE. 

VERBS IN ..,attre. — Battre, 



TO BEAT, 

I shall beat, I should beat. 

BEATING. 

I beat, you beat, he beats, 
we beat, you beat, they beat. 

I was beating. 

that I beat. 

beat, let us beat, beat. 

BEATEN. 

I beat. 

that I might beat 

NEAR BY . . . NEAR . . . 

sit down near by me. 
sit down near by. 

SHELTERED FROM, UNDER SHELTER, 

QUITE CONTRARY TO, THE WRONG 
WAY OF, THE REVERSE. 

Mahomet conquered all his ene- 
mies, 
his pulse is beating. 

EXCEPT, BUT . . . 
BY DINT OF. . . 

these luxuries can not be procured 
except by dint of gold. 



je battrai, je battrais, etc* 

hattant 

je bats, tu bats, il bat, 
nous battens, vous battez, ils 
battent. 

je battais, etc. 

que je batte, etc 

bats, battens, battez^ 

hattu. 

je battis, etc. 

que je battisse, etc 

d, cote de. . . ; a cote. 
asseyez-vous a cote de moi. 
asseyez-vous a cote. (Obs. 1.) 

d convert de, . , ; d, convert, 
d rebours de. . . ; d rebonrs. 

Mahomet battit tous ses ennemis. 
le pouls lui bat 

d moins de. . , 
d prix de. . , 

on ne pent se procurer ces dou« 
ceurs qu a prix d'or. 



428 



FIPTH COURSE. 



TO PULL DOWN, TO THROW DOWN. 
TO COMBAT. 
TO DEBATE. 

ON ACCOUNT OF, FOR THE SAKE OF. . 

AT THE RATE OF. . . 

EVEN WITH, LEVEL WITH . . . 

BY DINT OF. . . 

TO PULL DOWN. 
TO BEAT AGAIN. 
TO TAKE one's PLEASURE. 



ABATTRE. 

COMBATTRE. 

DEBATTRE. 

d cause de. . 
d raison de, 
d fleuT de, . , 
d force de, . 

rabattre. 
rebattre. 
s'ebattre. 



(Pronom. verb.) 



GOVERNMENT OF ADJECTIVES. — Ob BEFORE NOUNS. 



similar to . . , 

adherent to . . . 
equivalent to . . . 

this sum in dollars is equivalent 
to this other sum in francs. 



present to . . . 
zealous for. . . 
indifferent to . . . 

WITH RESPECT TO . . . 

you did not behave well towards 
Mr. Legros. 

outrageous toward, encroaching 

upon. . . 
derogatory to . . . 

contrary to . . . 
necessary to . . . 

natural to. . . 

attentive to . . . 
relative to . . . 

docile toward, submissive to . . . 
indocile toward. . . 

this manual will be very useful to 
those who propose to learn 
French. 

useful to . . . 

useless to . . . 

faithful to . . . 
unfaithful to . . . 

importunate to . . . 



pareil a. . . 

adherent ) > 

equivalent j ^^ •• 

cette somme en dollars est equi- 
valent e a cette autre somme en 
francs. 

present ) 
ardent >a... 
indifferent ) 

d Vegard de, , , 

vous vous etes mal conduit a V&^ 
gard de monsieur Legros. 

attentatoire 



[a.,. 



derogatoire 

contraire ) v 

ha. . , 
necessaire ) 

naturela... 

attentif ) v 
relatif ) 

docile } V 
indocile J * ' ' 

ce manuel sera tres utile a ceux 
qui se proposent d'apprendre le 
fran^ais. 

utile ) ^ 

inutile j ^••" 

fidele ) . 
infidelep-" 

importun a. . . 



TWENTIETH LESSON. 



429 



disobedient to, rebellious toward . . 

odious to . . . 
hurtful to . . . 
ruinous to . . . 
advantageous to . . . 
it is an advantageous bargain for 
both the parties interested, 

deaf to . . . 

eligible to. . . 

accessible to . . . 
sensible to . . , 

visible to . . . 
invisible to . . . 

hurtful to . . . 

possible to . . . 
impossible to . . . 

a country-seat. 

Lucia admires herself "with com- 
placency. 

a sling. 

the charm, enticement. 

an extract. 

John set out as swift as an arrow. 

abstraction. 

attraction. 

distraction. 

Ambrosius learnt the four rules of 
arithmetic : addition, subtrac- 
tion, multiplication, and divi- 
sion. 



.a. 



rebelle a. . . 

odieux \ 

pernicieux { % 
ruineux > • • • 
avantageux ) 

c'est un marche avantageux atix 
deux parties interessees. 

sourda... 

eligible a. . . 

accesssible j 
sensible [ 

visible ) s 
invisible j ^ • • • 

nuisible a. . . 

possible ... ) N 
impossible . . . ) * * ' 

une maison de plaisance. 

Lucie se regarde avec complai- 
sance. 

un trait. 

Tattrait. 

un extrait. 

Jean est parti comme un trait. 

I'abstraction. 

I'attraction. 

la distraction. 

Ambroise a appris les quatre regies 
de I'arithmetique : I'addition, la 
soustraction, la multiplication, 
et la division. 



TWENTIETH EXERCISE OF THE FIFTH COURSE. 

1. How are the compounds of hattre conjugated? — They are 
conjugated exactly like dattre, 2. Are you going to make these 
cocks fight ? — Yes, Sir, we are going to have them fight for a big 
sum. 3. Did the English sailors fight bravely in that battle? — 
They fought bravely. 4. The Russians beat the Turks in several 
combats, if I am not mistaken. — You are mistaken, they did not. 



OBSERVATIONS. 
1. These Adverbs are used sometimes with a Noun and sometimes 
without it. 



430 



FIFTH COURSE. 



TWENTY-FIRST LESSON OE THE FIFTH COURSE. 

VERBS IN . . . ettre. — Mettre. 



TO PUT. 

I shall put, I should put 

PUTTING. 

I put, you put, he puts, 
•we put, you put, they put. 

I was putting. 

that I put, that you put, that he 
put, that we put, that you put, 
that they put. 

put, let us put, put. 

PUT. 

I put, that I might put 



METTKE. 

je mettrai, je mettrais, etc. 

mettant 

je mets, tu mets, il met, 
nous mettons, vous mettez^ ils 
mettent 

je mettais, etc. 

que je mette, que tu mettes, qu'il 
mette, que nous mettions, que 
vous mettiez, qu'ils mettent. 

mets, mettons, mettez, 

mis, mise. 

je mis, que je misse, etc. 



GOVERNMENT OF ADJECTIVES. — O, BEFORE NOUNS, 

fitted for. . . 

abandoned to . . . 

this sailor is given to all the 



.V- 



ajuste 

abandonne ; 

ce matelot est abandonne a tons 
les vices. 



did you put any milk in my coffee, 

waiter ? 
yes, Sir, he did put some in. 

special to . . , 
dear to . . . 
foreign to . . . 

TO ADMIT. 

TO COMMIT. 

TO COMPROMISE. 

to be free to . . . 

you are free not to come down. 

analogous to. .. 
fatal to . . . 

wholly devoted to . . • 
yours, dear Sir, etc. 

TO TURN OUT, TO DISLOCATE. 
TO ISSUE. 

propitious to . . . 

fatal to, destructive of. . . 



avez-vous mis du lait dans mon 

cafe, garyon ? 
oui, monsieur, il en a mis. 

particulier ) 
cher Va... 

etranger ) 

ADMETTRE. 

COMMETTRE. 

COMPROMETTRE. 

libre a. . . 

libre a vous de ne pas descendre. 

analogue a. .. 
fatal a. . . 

tout d. . . 

tout a vous, cher monsieur, eto. 

DEMETTRE. 
EMETTRE. 

propice^,.. 
funeste a. . . 



TWENIT-FIRST LESSON. 



431 



UNKNOWN TO, WITHOUT THE KNOW- 
LEDGE OF. . . 

Mr. de Lamartine obliged this 
man without his wife knowing 
it. 

he obliged him without his know- 
ing it. 

UNKNOWN TO HEVI, TO HEE. 
UNKNOWN TO THEM, etC. 

TO OMIT. 
TO PERMIT. 
TO PROMISE. 

this lawyer is of a great promise. 

at the expense of. . . 
at his expense, etc. 

TO PUT AGAIN. 

in the environs of. . . 
in the environs. 

TO SUBMIT. 
TO TRANSMIT. 

to the great sorrow of. . . 
to my great sorrow. 

TO INTERPOSE. 

in the middle of. . . 

in the middle, in the middle of it. 

on a level with . . . 

on a level, on a level with it. 

in comparison with . . . 
in comparison, in comparison with 
it. 

beyond . . . 
beyond, beyond it. 

before . . . 
before, before it. 

above . . . 
above, above it. 

mider. . . 

under, underneath, under it. 

the consul has resigned his place ; 
it does not pay, he says. 



d, Vinsu de, » , 

M. de Lamartine a rendu service a 
cet homme a I'insu de sa femme. 

il lui a rendu service a son insu. 



(0b6. 1.) 



d, S071 insu. 

d leur insUy etc, 

OMETTRE. 

PERMETTRE. 

PROMETTRE. 

cet avocat promet beaucoup. 

aux depens de . . . 
a ses depens, etc. 

REMETTRE. 

aux environs de . . . 
aux environs. 

SOUMETTRE. 
TRANSMETTRE. 

au grand regret de. . . 
a mon grand regret, etc. 

s'entre-mettre. (Pronom. verb.) 

au milieu de . . . 
au milieu. 

au niveau de . . . 
au niveau. 

au prix de . . . 
au prix. 

au dela de . . . 
au dela. 

au devant de. . . 
au devant. 

au dessus de . . . 
au dessus. 

au dessous de. . . 

au dessous. (Obs. 2.) 

le consul a remis sa charge ; ga ne 
paie pas, dit-il. 



432 



FIFTH COURSE. 



through . . . 

he put his sword through his 
body. 

with the exception of. . . 
excepting . . . 
round about, round . . . 
to the exclusion of. . . 

by means of. . . 
at the risk of. . . 
at the peril of. . . 
in the midst of. . . 

by the help of. . . 

on a level with the street ; to be 
on a level with it. 

a rumor, the rumors, 

unsaying, forfeit. 

interdict, church censure. 

Mr. Cavaignac sold his estate for a 
hundred thousand crowns, with 
a forfeit of ten thousand. 

the contradiction, interdiction, 
malediction, prediction. 

this lady can not bear the least 
contradiction. 

the confectioner. 

the sufficiency. 



au travers de. .. 

il lui passa son epee au travers 
du corps. 

a I'exception de . . . 
a la reserve de . . . 
a Tentour de . . . 
a I'exclusion de . . . 

au moyen de . . . 
au risque de . . . 
au peril de . . . 
au sein de . . . 

a la faveur de . . . 

au niveau de la rue; etre au ni- 
veau. (Obs. 2.) 

un on-dit, les on-dits. 

dedit. 

interdit. 

M. Cavaignac a vendu sa terre 

cent mille ecus, et dix mille de 

dedit. 

la contradiction, I'interdiction, la 
malediction, la prediction. 

cette dame ne pent souffrir la 
moindre contradiction. 

le confiseur. 

la suffisance. 



TWENTY-FIRST EXERCISE OF THE FIFTH COURSE. 

1. Did you cause your dogs to be put in the yard ? — Yes, Sir, I 
caused them to be put there. 2. Shall I put back these chains in 
their place ? — I believe that you will do better to put them back in 
their place. 3. Be prudent with these matches, if you please : I 
am afraid of fire. — Be quite easy, I shall be as prudent as you 
would be yourself, 

OBSERVATIONS. 

1. A Vi/nsu de, a Vegard de, etc., are followed by de before a Noun, but, 
with Possessive Pronouns, the de falls away: a son insii, etc. 

2. In a somewhat similar way, a certain number of compounded Pre- 
positions, followed by de and a Noun, drop the de and become Adverbs in 
French, when they would remain Prepositions and govern the Pronouns 
IT or THEM in English. The words Lui, Elle, must never be used, in 
French, with a Preposition, in the sense of It ; nor Eax, Mles^ in the 
sense of Them, Plural of It. 



TWENTY- SECOND LESSON. 43! 

TWENTY-SECOND LESSON OF THE FIFTH COURSE. 

VEBEs IN . . . v.re. — Conclure. 



TO CONCLUDE. 

I shall conclude, I slioiild con- 
clude. 

CONCLUDING. 

I conclude, 3'ou conclude, lie con- 
cludes, 

we conclude, you conclude, tliey 
conclude. 

I was concluding. 

that I conclude, that you con- 
clude, that he conclude, that 
we conclude, that you conclude, 
that they conclude. 

CONCLUDED. 

I concluded, that I might con- 
clude. 



CONCLUEE. 

je conclurai, je conclurais, eta 

concluant. 

je conclus, tu conclus, il conclut, 

nous coneluons, tous concluez, ils 
concluent. 

je concluais, etc. 

que je conclue, que tu eonclues, 
qu'il conclue, que nous conclu- 
ions, que vous concluiez, qu'ila 
concluent. 

conclu, 

je conclus, que je eonclusae, etc. 



did you conclude your bargain 1 avez-vous conclu votre marche 
with the leather-seller ? avec le vendeur de cuir ? 



W0ED3 GOVERNING- THE SUBJUNCTIVE. 



TILL, L^TIL . . . 

accompany me till I am out of the 
wood. 

ALTHOUGH, AS . . . 

witty as she is, this lady does not 
please me. 

TO EXCLUDE. 

was he excluded from the amnes- 

WHICH. . . 

there is no theatrical piece which 
has excited in me so much sen- 
sibility as that piece of the 
great dramatist. 

WHOM, WHICH . . . 

he is the strongest man I have 
3^et met with in my voyages. 

19 



jusqu^d ce que.,, (Subj.) 

accompagnez-moi jusqu'd ce que 
je sois hors du bois. (Obs. 1.) 

tout. . . q^ie. . . (Subj.) 

toute spirituelle qu^ elle soit, cette 
dame ne me plait pas. (Obs. 1.) 

EXCLL^E. 

etait-il exclu de I'amnistie ? 



qtci... (Subj.) 

il n'y a point de pi^ce de theatre 
qui AIT excite en moi autant de 
sensibilite que cette piece du 
grand dramaturge. (Obs. 1.) 

que... (Subj.) 

c'est I'homme le plus fort ^'i^^ j'aie 
encore rencontre dans mes 
voyages, (Obs. 1.) 



434 



FIFTH COURSE. 



powder is perhaps the most pow- 
erful agent of destruction which 
is used to destroy men. 



TO SHUT UP. 



the tribune of the people, Caius, 
proposed to get public grana- 
ries constructed, where a suf- 
ficient quantity of grain could 
be saved to prevent the dearth 
of the years of sterility. 

(Roman history.) 



donf.,, 

la poudre est peut-etre le pltis 
puissant agent de destruction 
dont on se serve pour faire perip 
les hommes. (Obs. 1.) 



ou.,. (Subj.) 

le tribun du peuple, Caius, propo- 
sa de faire construire des gre- 
niers publics ou Ton put conser- 
ver une assez grande quantity 
de grains pour prevenir la di- 
sette des annees de sterilite. 

(HiSTOIRE ROMAINE.) (Obs. 1.) 



GOVERNMENT OF ADJECTIVES. — a BEFORE VERBS. 



easy to . . . 

this horse is not so easy to lead 
as they think. 



it can be said that the dog is the 
only animal the fidelity of 
which will bear trial. 

difiicult to . . . 
honorable to . . . 

this ambassador had a difficult 
mission to fulfill. 

THE ONLY . . . 

there is the only property I pos- 
sess. 

interesting to . . . 

the works of this novel writer are 
interesting to read. 

THE FIRST, THE LAST. 

it is one of the last epistles writ- 
ten by Saint Paul. 

THE MOST . . , 

the motions of the planets are the 
most regular which we know. 



aise a. . . 

ce cheval est moins ais6 k conduire 
qu'on ne le croit. (Obs. 2.) 

le seuly etc. (Subj.) 

on pent dire que le chien est le 
seul animal dont la fidelite soit 
a I'epreuve. (Obs. 1.) 

difficile a. . . 
honorable a . . . 

cet ambassadeur avait une mission 
difficile a remplir. 

V unique.,, (Subj.) 

voila V unique bien dont je sois le 
possesseur. (Obs. 1.) 

interessant a . . . 

les oeuvres de ce romancier sont 
interessantes a lire. 

le premier, le dernier, etc. 

c'est une des dernieres epitres que 
saint Paul ait ecrites. (Obs. 1.) 

le plus, la plus, les plus. , . 

les mouvements des planetes sont 
les plus reguliers que nous con- 
NAISSIONS. (Obs. 1.) 



TWENTY-SECOND LESSON. 



435 



the best satire that can be made 
of bad poets is to produce ex- 
cellent works. 



THE LEAST. 



after the great services you ren- 
dered me, it is the least thing I 
can do for you. 



the reading. 

the election, the re-election. 

the election of all the State 
officers takes place on the first 
Tuesday of November, in the 
State of 'New York. 

the laugh ; the laughter, 
the smile. 



le meilleur, etc. 

la meilleure satire qu^on puissb 
faire des mauvais poetes, c'est 
de donner d'excellents ouvra- 
ges. (Obs. 1.) 

le moindre^ etc. 

apres les grands services que vous 
m'avez rendus, c'est la moindre 
chose que je puisse faire pour 
vous. (Obs. 1.) 

la lecture. 

I'election, la reelection. 

Telection de tons les officiers de 
I'etat a lieu le premier mardi 
de novembre, dans I'etat de New 
York. 

le rire ; la risee. 
le sourire. 



GOVERNMENT OF ADJECTIVES. — a BEFORE VERBS AND NOUNS. 



agreeable to . . . 

this sauce is agreeable to the taste, 
this fall is agreeable to look at 
from all points. 

disagreeable to . . . 

detestable to . . . 
indispensable to . . . 

exact in . . . 

terrible to . . . 

convenient to . . . 
inconvenient to . , , 

prompt in . . . 

this president showed himself 
prompt in resenting the inju- 
ries done to the nation, and still 
more prompt in avenging them. 

ready for . . . 
subject to... 

bent upon, inclined to . . . 
apt to . . . 
fitted for. . . 

accustomed to . . , 
interested in . , . 



agreablea... 

cette sauce est agreable au gout. 
cette chute est agreable a voir de 
tons les points. (Obs. 1.) 

desagreable a. . . 

detestable \ y 
indispensable j ^' • • 

exact a . . . 

terrible a. . . 

commode 
incommode 

prompt a . . . 

ce president se montra prompt k 
ressentir les injures faites a la 
nation, et plus prompt encore a 
les venger. 

pret > ^ 
sujet J ^- •• 

enclin a. . . 
apte a. . . 
propre a. . . 

accoutume \ .> 
interesse ^ ^ • • • 



V- 



436 



FIFTH COURSE. 



fried fish, etc. 

a writing. 

a bill. 

an inkhorn. 

the hand- writing. 

the Holy Scripture. 

a wi'iter. 

Cicero is a brilliant writer. 

the circumscription, description, 
inscription, prescription, pro- 
scription, subscription. 

did you read the description of 
this combat by the historian, 
Mr. Thiers ? 

could they decipher this old in- 
scription ? 

does Rachel approve of this 
wholesale proscription ? 



de la friture. 

un ecrit. 

un ecriteau. 

un ecritoire. 

I'ecriture. 

rilcriture Sainte. 

un ecrivain. 

Ciceron est un brillant ecrivain. 

la circonscription, la description, 
I'inscription, la prescription, la 
proscription, la souscription. 

avez-vous lu la description de ce 
combat par I'historien, M. 
Thiers? 

ont-ils pu dechififrer cette vieille 
inscription ? 

Rachel approuve-t-elle cette pro- 
scription en masse ? 



TWENTY-SECOND EXERCISE OF THE FIFTH COURSE. 

1. This hat does not seem convenient to wear at all times. — 
Well, it is not convenient to wear it in winter, I will agree with 
you. 2. To what nation did the strongest man you ever knew be- 
long?— The strongest man I ever knew was an American. 3, 
What do you mean? what is it? what is that? — I mean that. 



OBSERVATIONS. 

1. The question when the Verbs should be put in the Subjunctive, is 
one not always easily settled. The words now introduced govern. both 
Modes, although the Subjunctive is most frequently used after them. AYe 
give, therefore, examples with this Mode only, not to load the mind and 
memory of the Learner with useless subtleties. 

Let us divide these words into three groups : 

I. Jusqu' a ce que^ tout . , . que . . , 

II. oil, 

III. When the Superlative of Adjectives, as, Ze plus forty etc. ; Ze meU- 
leuVy Le moindre; the Adjectives, Le seul^ V unique ; and the Ordinal Num- 
bers, as, Le premier y Le second^ etc., are followed .by Qui, Que^ Donty AucuTiy 
Fas de. Point de. Pas de, the next Verb is put in the Subjunctive. 

2. Some Adjectives require the Preposition a before the Infinitive. 

3. The Adjectives given in this part of the Lesson require the Prepo- 
Bition a before the Noun and Verb in the Infinitive. 



TWENTY-THIRD LESSON. 



437 



TWENTY-THIED LESSON 

VERBS IN . . , 
TO FOLLOW. 

I shall follow, I should follow. 

FOLLOWING. 

I follow, you follow, he follows, 
we follow, you follow, they follow. 

I was following. 

that I follow, that you follow, 
that he follow, that we follow, 
that you follow, that they fol- 
low. 

follow, let us follow, follow. 

FOLLOWED. 

I followed, that I might follow. 



OF THE FIFTH COURSE. 

, ivre, — Suivre, 

SUTTRE. 

je suivrai, je suivrais, etc. 

taivant 

je suis, tu suia, il suit, 
nous suivons, vous suivez, lis 
suivent. 

je suiyais, etc. 

que je suive, que tu suives, qu'il 
suive, que nous suivions, que 
vous suiviez, qu'ils suivent. 

suis, suivons, suivez. 

suivi, etc. 

je suivis, que je suivisse, etc. 



GOVERNMENT OF ADJECTIVES. — ll est.., (ADJ.) — De..» BEFORE THE INFINITIVE. 



. . .polite to. . . 

it is not very polite to pass before 
any one without apologising. 

. . .rude to. . . 
. . . good to . . . 

you can not be followed if you | 
walk so fast. I 



.blameable to. . . 
.pardonable to. . . 
.becoming to. . . 
. preferable to . . . 

. honorable to . . . 
.indispensable to. . . 
. agreeable to . . . 

TO PURSUE. 

the French pursued the enemy as 
far as the gates of the city. 

. . easy to . . . 

. . curious to . . . 
. . glorious to . . . 
. .shameful to. . . 

, . exact to, correct to . . . 



. . .poll de. . . 

il est peu poll de passer devant 
quelqu'un sans s'excuser. 

. . .grossier de. . . 

...bonde... (Obs. 1.) 

on ne saurait vous suivre si vons 
marchez si vite. 



iblamable 
pardonnable 
convenable 
preferable 

( honorable 
■< indispensable 
( agreable 



de. 



'de. 



POURSUIVRE. 



les Frangais poursuivirent I'enne- 
mi jusqu'aux portes de la ville. 

, . .aise de. . . 



C curieux J 

i glorieux >de. .. 

( honteux ) 



curieux 

glorieux 

[ honteux 

. . .exact de. .. 



438 



FIFTH COURSE. 



TO FOLLOW ONE ANOTHER. 

— This pronominal verb is conju- 
gated only in the plural. 

days and nights follow one an- 
other. 

. . . contrary to . . . 
. . .necessary to, . . 

TO FOLLOW. 

—It is conjugated only in the third 
persons. 

because I did not go out yester- 
- day, it does not follow that I 
shall not go out to-day. 

. . .sure to. . . 
.. .useful to. , . 
. . . easy to . . . 
. . . difficult to . . . 

it is not so easy as you say to get 
these books at the booksellers. 

. . . natural to . . . 
. . . cruel to . . . 

. . .possible to. . . 

. . .impossible to. ., 

it was not possible to be more 

amiable and more kind than 

they were. 

. . . conformable to . . . 
. . .common to. . . 
it is in conformity with usage to 
bow to those we know. 

— Poursuivrey to pursue ; s'entre- 
suivrej to follow one another ; and 
s^ens2dv?'e, to follow from, are con- 
•jugated after suivre^ to follow. 
These two last verbs take ouly the 
reflective form. 

..fit, proper to. . . 
is it proper to go to the proces- 
sion in a body ? 

great calamities for your family 

followed from it. 
great misfortunes followed from it. 



s entre-suivre. 

— Ce verbe pronominal ne se con-« 
jugue qu'au pluriel. 

les jours et les nuits s'entre- 
suivent. 



5 contraire d. . . ) 
( necessaire J 



de. 



[de... 



-de. 



de. 



s ensuivre. 

— II ne se conjugue qu'aux troisi- 
emes personnes. 

de ce que je ne suis pas sortie 
hier, il ne s'ensuit pas que je ne 
sortirai pas aujourd'hui. 

. . . sur de . . . 

r utile 

....•< facile 

( difficile 
il n'est pas si facile que vous le 
dites de se procurer ces ou- 
vrages chez les libraires. 

( naturel ) 

• • • * ( cruel J ^ 

j possible 

* * * * \ impossible 
il n'etait pas possible d'etre plus 

aimable et plus complaisant 
qu'on ne I'a ete. 

. . . conforme a . . . de . . . 
. . . commun de . . . 
il est conforme a I'asage de saluer 
ceux que Ton connait. 

— Poursuivre, s' entre-suiv7'e et s^en- 
suivre se conjuguent sur suivre. Ces 
deux derniers verbes ne prennent 
que la forme reflechie. 



. . .a propos de. .. 
est-il a propos de se rendre d la 
procession en corps ? 

il s'en est suivi de grands mal- 
heurs pour votre famille. 

de grands malheurs s'en sont sui- 
vis. (Obs. 2.) 



TWENTY-THIRD LESSON. 



439 



the kitchen, cookery. 
the baking, di'essing. 

French excel other nations in 
cookery. 

the behavior. 

conduit, pipe, 
plastering, stucco, 
a product, 
habitation, by -place. 

the products of industry of all 
nations were exhibited in Paris. 

the induction, introduction, pro- 
duction, reproduction, reduc- 
tion, seduction, translation. 

a conductor, an introducer, a pro- 
ducer, a seducer, a translator. 

the construction, destruction, in- 
struction, reconstruction. 

public and gratuitous instruction 
by the State seems to become 
the motto of civilized nations. 

a constructor, a destroyer. 
a shipbuilder. 



la cuisine, 
la cuisson. 

la cuisine frangaise est superieure 
a celle des autres nations. 

la conduite. 

conduit, 
enduit. 
un produit. 
reduit. 

les produits de I'industrie de toutes 
les nations ont ete exposes a 
Pans. 

rinduction, I'introduction, la pro- 
duction, la reproduction, la re- 
duction, la seduction, la traduc- 
tion. 

un conducteur, un introducteur^ 
un producteur, un seducteur, un 
traducteur. 

la construction, la 'destruction, 
I'instruction, la reconstruction. 

I'instruction publique et gratuite, 
par I'etat, semble devenir la 
devise des nations civilisees. 

un constructeur, nn destructeur. 
un constructeur de navires. 



TWENTY-THIRD EXERCISE OF THE FIFTH COURSE. 

1. Do you believe it is possible to cross the ocean in ten days 
from New York to Liverpool ? — The passage has already been 
made in less time. 2. Is it natural for man to eat raw things ? — 
Yes, since we eat raw fruits of all kinds. 3, Is it correct to say that 
America has not ] /reduced great poets ? — America has already pro- 
duced remarkable poets. 



OBSERVATIONS. 

1. When the Adjectives contained in this Lesson are preceded by the 
Verb Ure^ used unipersonally, they are followed by the Preposition de, 
before a Verb in the Infinitive. 

2. The Verb S''ensuwre is decomposed into its original elements in the 
Compound Tenses : S''e7i suivre, and the Auxiliary put between en and 
suim'e : U s'en est suivi. 



440 



FIFTH COURSE. 



TWENTY-FOUHTH LESSON OF THE FIFTH COURSE, 



TO LIVE. 

LIVING. 

LIVED. 

I lived, that I might live. 

— It is conjugated after suivre, to 
FOLLOW, with the exception of the 
participle past and of the tenses de- 
pending upon them. 

IN SPITE OF. . . 

I did this work in spite of the 
other workmen. 

Saint Louis, king of France, lived 

in the thirteenth century, 
we live by dint of work. 

OPPOSITE. . . 

FOR THE LOVE, FOR THE SAKE OF. . . 

for God's sake, keep quiet 1 



dvre, — Vwre. 

vrvRE. 

viva7it 

vecu. 

je vecus, qne je vecusse, etc. 

— II se conjugue sur suivrcy a Pex- 
ception du participe passe et des 
temps qui en dependent. 

en depit de, ,, 

j'ai fait cet ouvrage en depit des 
autres ouvriers. 

saint Louis, roi de France, vivait 

au treizieme sidele. 
nous vivons a force de travail. 

vis-a-vis de, , , 
pour Vamcmr de, , , 
pour I'amour de Dieu, tenez-vous 
tr an quill es ! 

le long de, .. 



TO REVIVE. 

— This verb, as well as sui'vivre, to 
SURVIVE, is conjugated after vivre^ 

TO LIVE, 

WITH RESPECT TO . . . 

do not say anything with respect 
to this rumor. 

CONSIDERING . . . 
CLOSE BY. . . 

hurrah for liberty 1 
hurrah for the arts ! 

ON THIS SIDE OF. . . ON THIS SIDE OF IT. 

we live on this side of the river, 
we live on this side of it. 

who's there 1 who goes there I 
to be wide awake, on the watch. 

once, one day. 
the other day. 



— Ce verbe, ainsi que survivre, se 
conjugue sur vivre, 

par rapport d. , , 
ne dites rien par rapport k cette 
rumeur. 

eu egard ci, , , 
attestant d. , , 

vive la liberty I 
vivent les arts 1 

en degd de. , , en degd. 

nous vivons en de^a de la rivi^rc^ 
nous vivons en de9a. 

qui vive ! 

etre sur le qui-vive. 

un jour. 
Tautre jour. 



TWENTY-FOURTH LESSON. 



441 



THE NEXT DAT. 

THE SECOND DAY AFTER TO-MORROW, 
THE THIRD DAY. 

ALREADY. 
TO SURVIVE. 

do they think this banker will 
survive the loss of his fortune ? 



le lendemain. 
le surlendemain. 

d*ores et dejd. 



pense-t-on que ce banquier survive 
a la perte de sa fortune 1 



ADJECTIVES USED ADVERBIALLY. 



CORRECTLY. 

the goods are weighed very cor- 
rectly. 

CLEARLY. 

do you see clearly with my spec- 
tacles ? 

DEAR. 

to sell dear. 



the coming in of a stranger cut 
short the discussion. 

LOW. 

to lay down one's arms. 



juste, 

les marchandises sont pesees tres 
juste. (Obs. 1.) 

dair. 

voyez-vous clair avec mes lu- 
nettes ? 

cher. 

vendre cher. 
courL 

I'arrivee d'un etr anger coupa court 
a la discussion. 

bas. 

mettre bas les armes. 



STRONG, LOUD. 

you cry too loud. 

HIGH. 

I never in all my life heard 
women's voices go so high. 

FALSE, OUT OF TUNE. 

SUDDENLY. 

FINELY. 

FIRMLY. 

MOST STOUTLY. 

this (female) singer sings out of 
tune. 

RIGHT, STRAIGHT. 
BAD. 

GOOD. 

hold yourself straight 1 "Walk 
straighter. 
19* 



fort. 

vous criez trop fort. 

7iaut. 

de ma vie je n'ai entendu des voix 
de femmes monter si haut. 

faux. 

soudain. 

fin. 

fenne. 

fort et ferme. 

cette cantatrice chante faux. 

droit, 
mauvais. 
hon. 

tenez-vous droit I marchez plus 
droit. 



442 



mfrn coukse. 



the light. 

nuisance; belief; birth, revival; 
knowledge, gratitude; growth. 

inclosure; rupture; food, fodder. 

corruption, interruption; admis* 
sion, commission, demission, 
emission, omission, permission, 
submission, transmission; con- 
clusion, reclusion. 

the Supreme Being, 
increase, decrease, 
the compromise, 
the promise, 
side-dish. 

attendance, remainder ; pursuit, 
life. 

you write French better than you 
speak it. . 

I believe, on the contrary, that I 
do not write French better 
than I speak it. 

does Caesar write it better than 
he speaks it t 



la lumiere. 

nuisance ; croyance ; naissance, re* 
naissance ; connaissance, recon* 
naissance ; croissance. 

cloture; rupture; pature. 

corruption, interruption ; admis- 
sion, commission, demission, 
emission, omission, permission, 
soumission, transmission; con- 
clusion, reclusion. 

I'lStre Supreme. 

accroissement, decroissement 

le compromis. 

la promesse. 

entremet. 

la suite ; la poursuite. 

la vie. 

vous ecrivez mieux le frangais que 
vous ne le parlez. 

je crois, au contraire, que je 
n'ecris pas mieux le frangais 
que je le parle. 

Cesar I'ecrit-il mieux qu'il le 
parle ? (Obs. 2.) 



TWENTY-FOURTH EXERCISE OF THE FIFTH COURSE. 

1. Will you go through [follow] my course of French lessons? — 
I will follow the whole course, for I want to learn French at any rate. 
2. To be born, to live, and to die. 8. How many lessons are there 
in this book ? — There are one hundred and fifty-four lessons di- 
vided into five courses. 



OBSERVATIONS. 

1. Adjectives are sometimes used as Adverbs. Those given in the 
Lesson are the most frequently used. 

2. In comparisons of inequality — characterized by MieuXj Moi/tis, Plus, 
etc., by Autre, Aufrement, or by other equivalent terms — if the clause 
preceding que is affirmative, the other clause take§ ne before the Verb, as 
in the first example. But if the clause before que is negative or interro- 
gative, the other clause does not take the ne, as illustrated in the second 
and third examples. 



COMPLEMENTARY TENSE-FORMS. 



It was observed, in the Treatise on Tenses, that there is, in fact, a 
threefold division of the state of an action in each of the Three grand 
Divisions of Time, namely : 

I. Imperfect or Progressing. 
n. Perfect, Completed, or Past relative to the time in question, and 

in. Future or Prospective. 

It was also observed that the Perfect and Imperfect Tense-Forms are 
the only ones which enter into what is called the Eegular Conjugation of 
the Verb, and that the remaining third state of an action indicated would 
receive a separate consideration. 

Observe that the Past Period of Time and the Future Period of Time 
relate, as such, to the Present, upon which they depend as a hinge or 
pivot ; but that this division is not the one now meant. Each of these 
three is a hinge or pivot for a new threefold division — two members of 
which, the Imperfect and Perfect, or Special Past, have now been fully 
illustrated. The remaining member, which is a Special Future relative to 
each of the Three grand Divisions, furnishes what may be denominated 
the Prospective or Impending Tense-Forms. 

These indicate that an action is going or is about to take place at the 
moment at which it is contemplated. These exceptional Tense-Foi*ms 
(not usually regarded by grammarians as Tense-Forms at all, but really 
so) are made up in English by using the Verb To go, or the Preposition 
About, before the Infinitive of another Verb, thus : I am goixg to speak, 
or, I Ail about to speak ; I was, I shall be, going to speak, etc. The 
corresponding French meaning is given by using what corresponds to 
the first of these methods, namely, the Verb Aller^ To go, before the 
Infinitive of another Verb : thus, Je vais parle}\ I am about to speak ; 
J^allais joarler^ I was going to speak, e'tc. 

If it is asserted only that a person or thing is destined or designed for 
doing a certain action from which the impending nature of the action is 
presumed, the English expression is, I am to do so and so^ and the French 
say, Je suis pour.., or Je dois, as, Je suis fovr /aire le diseours, I am to 
delicer the address ; Je dois alUr a Boston^ I am to go to Boston. The last 



444 TREATISE ON COMPLEMENTARY TENSE-FORMS. 

is the more frequent, and, being peculiar or idiomatic, and running through 
all the Tenses, should be well observed. Literally, " I owe the doing of 
the action." 

Finally, there is also, in both Languages, a set of Complementary Tense- 
Forms, denoting Action immediately Past. These are made up in English 
by simply inserting the Adverb Just, / Jiave jubt spoken^ etc. In French, 
this meaning is expressed by using the Verb Venir de,,, in all its Tense- 
Forms before the Infinitive of another Verb, thus : Je viens de parleVj 
I Jiave JUST spoken; Je venais de joarler^ Iliad just spoken, etc., that is, 
" I come from doing the action," as we say in both languages : " I am 
going to do it." 

Hence Aller, JEtre pour, Devoir, and Venir de, are a species of Semi- 
Auxiliary Verbs, helping to constitute a series of special locutions really 
entitled to be regarded as Tense-Forms, although they are not so treated 
by the grammarians. 



The scholar who has thoroughly mastered all that is contained in the 
preceding pages, will find himself well armed and equipped to overcome 
any difllculties he may subsequently meet in reading, writing, or spesJking 

French. 



CONTENTS. 



GENERAL INTRODUCnOK 

1. Development of the study of Language Page 8 

2. Philology and the practical study of Languages compared . . 3 

3. Combination of practice and theory 5 

4. Notice of former Systems 5 

6. First claim of our Method or System of Instruction 6 

6. Diiferent Methods of instruction in an art 6 

v. Second claim of our Method: the true order of procedure. . 6 

8. Further comparison of the several Systems T 

9. Different educational Systems 8 

10. Prerequisites of the art of teaching Languages 9 

11. Change of the order of instruction 9 

12. The true order of procedure stated 10 

13. Three different departments of Language 11 

14. Leading importance of the Complex Sentence further illus- 

trated 12 

15. Second claim of our Method resumed 15 

16. Third claim of our Method 16 

lY. Fourth claim of our Method 17 

18. Fifth claim of our Method lY 

19. Kespective qualifications and laboi** of the associate authors . 18 

20. Re-statement of the several Systems of lingual study 20 

SPECLiL INTRODUCTION. 

1. Division into five Courses — Contents of the First Course ... 21 

2. Contents of the Second Course 22 

8. Contents of the Third Course 22 

4. Contents of the Fourth Course 22 

5. Contents of the Fifth Course 22 

6. Our treatment of the pronunciation of the Language 22 

7. Popular superstitions respecting the learning of French .... 23 



446 CONTENTS. 

FRENCH PRONUJS-CIATION. 

Distinction between Sounds and Letters, Paragraphs 1, 2. ... . 25 

The French alphabet, 3 25 

Definition of Vowels and Consonant-Sounds, 4, 5 25 

Vowel-Letters and signs, 6 26 

Diacritical (accent) marks, Y 26 

Combinations of Vowel-Letters (called Diphthongs), 8 26 

Trema, 9 2t 

Kumber and general divisions of the French Sounds, 10, 11 . . . 2t 

Value of the Consonant-Letters, 12, 13 27 

General value of the five alphabetical Vowel-Letters, 14 to lY . 27 

E e, 18 to 26 ; 28 

U %2n 30 

TT and 2/, 28 to 29 31 

Pronunciation of the (accented or) Marked Vowels : A «, 30 — 
A a, 31— ^e, ^1—Ee, ZZ—Ee, 34, 35— i ^, 36—0 o, 37— 

U u, 38— ?7" w, 39 31 

Pronunciation of the combinations of Vowel-Letters : A% 40, 41 
— Aie, 42 — Ao, 43 — Aoii, aou, 44= — Au, 45 — Ay, 46 — Emi, 4-7 
—Ei, 4:S—Eu, 49, 60— la, iai, etc., 51— Oe, 62— (E ce, 53, 54 

—(Eu mu, 66— Oi, 56, 57—03/, 58 to 60 32 

Consonant-Letters, signs, and combinations of Sounds and Let- 
ters, 61—0, O, and Q, 62 to 65— Gtn and Ll, 66 to 68— 0?i, 

69— XZ {l\ 70, 71 35 

Consonant combinations, representing single Sounds — also re- 
presented by single Letters, OA, sA, sch, 72 to 74 — Tli, 75 — 

PA, 76— X, 77 39 

Interchanges of Consonant-Sounds, 78 to 86 39 

T pronounced like S, 87, 88 40 

The doubling of Consonants, 89 to 91 41 

Special remarks on the letter A, 92 to 98 41 

List of words in which A is efficient, 99 42 

Silent Consonant-Letters, 100 to 102 — Initial Consonants, 103 
— Medial Consonants, 104 to 110 — ^Final Consonants, 111 . . . 44 

L — T, d; s, z, {x equal to ks or gz), 112 44 

IL— P, b; f, v; c,g{k, ch), 113 to 117 45 

III.— Z and r, 118 to 121 45 

IV. — Final Consonant combinations : Ct, 122 — Dt^ 123 — 

Gt, 124— Lt and Jit, 125 46 

Liaisons or connections of words, 126, 127 46 

The nasal (or nose) Vowel-Sounds, 128 to 139 47 

Re-statement of the subject of the Nasal Vowels, 140 to 143 ... 49 
Double effect of n, 144, 145 . 50 



CONTENTS. 447 

Consonants following the Nasal Yowels in the end of words, 146 . 50 

Exceptions in the pronunciation of those combinations which 
usually represent the Nasal Towels : Uii and wm, 14Y to 149 
— An, am; En, em, 150 to 154, In^ im; Ain, aim; Mn^ 
eim, 155, 156 — On, om, ISY, 158 51 

Combinations of the simple Vowels with the Nasal Vowels, 159 
to 176 52 

Specialties of French Pronunciation, I'ZY 53 

Syllabification, 178, 179 54 

Mutations of e, e, e, e, 180 to 189 54 

Long and short vowels (quantity) 55 

Quality of the Vowel-Sounds, 191 56 

Long and short o, 192 to 194 , . . 56 

Variations of ai, 195 to 197 5t 

Peculiarities in the pronunciation of r and I, 198 to 200. . . 57 
Want of accent, 201 58 

DIRECTIONS AND SUGGESTIONS 59 

FIRST COURSE. 

1st Lesson. Verb and Personal Pronoun 61 

2nd Lesson. Article, Noun, and Adjective 63 

3rd Lesson. Pronouns (Interrogative, etc.) 65 

4th Lesson. Adverbs 66 

6th Lesson. Demonstrative Pronouns 69 

6th Lesson. Prepositions 72 

7th Lesson. Relative Pronouns 74 

8th Lesson. Conjunctions 76 

9th Lesson. The Nominative and Regime 79 

10th Lesson. Interjections 83 

11th Lesson. Indeterminate Pronouns, etc 85 

12th Lesson. Pronoun le 87 

13th Lesson. Pronouns, etc 89 

14th Lesson. Infinitive Mode 91 

15th Lesson. Verbs in e... er 93 

16th Lesson. Verbs me... er 95 

17th Lesson. Verbs in ...ayer, oyefy uyer '. 97 

18th Lesson. The Future 99 

19th Lesson. Future (continued) lOO 

20th Lesson. The Conditional 102 

21sT Lesson. Conditional (continued) 105 

22nd Lesson. The Imperfect 105 



448 CONTENTS. 

23rd Lesson. Imperfect (continued) 101 

24th Lesson. The Gerund 109 

2oTH Less<w. The Habitual Form of the Yerb Ill 

26th Lesson. The Present of the Subjunctive Mode 113 

2'7th Lesson. The Feminine Gender 114 

28th Lesson. Feminine (continued) 116 

29th Lesson. The Plural Masculine 119 

30th Lesson. The Feminine Plural 121 

31st Lesson. The Imperative , * . . . . 123 

32nd Lesson. The Perfect Tense (with etre) 124 

33rd Lesson. Perfect Tense, with etre (continued) 126 

34th Lesson. First Category of Reflective Verbs 128 

85th Lesson. Reflective Verb (continued) 131 

36th Lesson. The place of Adjectives 135 

3'7th Lesson. The Compound Tenses of the Reflective 137 

38th Lesson. The verb Vous en aller, M'en aller 139 

39th Lesson. Compound Tenses of Reflective Verbs (continued) 141 

40th Lesson. The Partitive Particles 143 

41ST Lesson. The verb Avoir 145 

42nd Lesson. The Comparatives and Superlatives 149 

43rd Lesson. The verb etre 151 

44th Lesson. Second Category of Reflective Verbs 153 

45th Lesson. Compound Ten-ses of the Second Category of Re- 
flective Verbs 155 

46th Lesson. Compound Tenses with Avoir 157 

47th Lesson. Miscellaneous 159 

48th Lesson. The Preterit Deficite 161 

49th Lesson. The Imperfect Subjunctive 163 

50th Lesson. Verbs in .,.cer and ...^cr, and Compouod Tense- 
Forms 165 

51st Lesson. Relations of the Tenses of the Indicative Mode 
with the other Tenses and Modes: Future; 
Conditional ; Imperfect of the Indicative ; 
Imperative ; Preterits Definite and Indefinite ; 
Pluperfect; Future Past; Conditional Past; 

Infinitive ; Participle Present (Gerund.) 166 

Treatise on the Modes 169 

SECOND COURSE. 

IsT Lesson. The Third Persons of Verbs 175 

2nd Lesson. The Pronouns Son, sa, scs ; Leur, letirs, etc. . . . . 177 

3rd Lesson. The Pronoun^s Le s'len, Le leur, etc 179 



CONTENTS. 449 

4th Lesson. The Pronouns Le^ la, les (Regime direct), etc. ... 181 

6th Lesson. The Pronouns Zui, leur (Regime indirect), etc.. . 183 

6th Lesson. The Infinitive and Future 186 

Yth Lesson. The Conditional and Imperfect Indicative 188 

8th Lesson. The Subjunctive and Imperative 190 

9th Lesson. Reflective Yerb (1st and 2d Categories) 192 

10th Lesson. The Prepositional Pronouns Lui, elle, eux, elles. . 195 

11th Lesson. Reflective Yerb (First and Second Category). ... 19*7 

12th Lesson. Combined Pronouns Le lui, la lui, les lui ; Le leur, 

la leur, les leur 199 

13th Lesson. Pronouns and Adverbs of quantity 201 

14th Lesson. Le lui.., after Imperative 203 

loTH Lesson. Compound Tense-Forms 206 

16th Lesson. The Preterit Definite and Imperfect Subjunctive. 207 
17th Lesson. First Person Plural of Yerbs — Preterit Definite 

and Imperfect Subjunctive 210 

18th Lesson. First Person Plural of the Future and Conditional 212 
19th Lesson. First Person Plural of the Imperfect and Present 

Subjunctive 214 

20th Lesson. First Person Plural of Indicative Present and Im- 
perative 216 

21st Lesson. Compound Tenses with First Person Plural 219 

22nd Lesson. The iS^euter Yerbs 221 

23rd Lesson. The Passive Yerbs 223 

24th Lesson. Miscellaneous subjects 226 

25th Lesson. The Participle Present 228 

26th Lesson. Pronouns Lui en, etc 280 

2Yth Lesson. Pronouns II, ellc, It; Us, elles. They 233 

28th Lesson. Miscellaneous subjects 235 

29th Lesson. Pronouns II, elle, etc 236 

30th Lesson. Third Category of Reflectives : Yerbs, Reflective 

in French, fseuter in English 239 

3 1st Lesson. Fourth Category of Reflectives: Yerbs, Reflec- 
tive in French, Passive in English 240 

S2nd Lesson. Fifth Category of Reflectives : Yerbs, Reflective 

in French, Idiomatic in English 243 

33rd Lesson. Sixth Category of Reflectives : Yerbs Reflective 

translated by : Is to be, Is not to be 244 

34th Lesson. Seventh Category of Reflectives : Yerbs Reflec- 
tive translated by Can, Can not be. . . Could, 
Could not be 247 

86th Lesson. Eighth Category of Reflectives : Reflective Yerbs 

translated by Should, Ought 249 



450 CONTENTS. 

86th Lesson. The Pronoun On 252 

8'7th Lesson. JS'inth Category of Reflectives : the Reciprocal 

Verbs 255 

88th Lesson. xTeuter Yerbs used in an active sense 258 

39th Lesson. Agreement of the Participle Past with the Sub- 
ject and Object 261 

40th Lesson. Idiomatic Impersonal Verbs, Active and K'euter. 266 

41ST Lesson. Impersonal Verbs, Reflective 269 

42nd Lesson. Impersonal Verbs, Passive 271 

48jiD Lesson. Constructive Impersonal Verbs : 11 est 2Y4 

44th Lesson. The Unipersonal Verbs 2*76 

45te Lesson. The Second Person Singular 278 

46th Lesson. Tenth Category of Reflectives : Verbs Reflective 

in English and French 282 

4Yth Lesson. Participle Past with its attendant Prepositions . . 284 
48th Lesson. Eleventh Category of the Reflectives : Verbs 

always Reflective in French, etc 286 

49th Lesson. Agreement (Concordance) of the different Tenses 

and Modes 290 

50th Lesson. Concordance, etc 292 

61sT Lesson. Concordance, etc 294 

Treatise on the Tenses. 

1. Threefold division of Time 296 

2. Perfection and Imperfection of the Action 296 

3. Fundamental scheme of Tense-Forms 297 

4. Transition of the Perfect (Present) into a Past Tense-Form, 298 
6. Complication of the simple scheme 299 

6. The French Imperfect supernumerary, and assigned to the 

actualizing sense 299 

7. The French Imperfect assigned to habitual and recurring 

Action 300 

8. Preterit Definite 300 

9. Actualizing Forms 301 

10. Parallel use of the three Forms of the Simple Past Tense. . 301 

11. Pluperfect and Preterit Anterior 302 

12. Future and Conditional 302 

13. Tense-Forms of the Subjunctive Mode 302 

14. Specialties 302 

15. Resume 305 



CONTENTS, 451 

THIRD COURSE. 

1st Lesson. Seeocd Conjugation in ir. — Yerbs in aillir SOY 

2xD Lesson. Yerbs in euillir, ouillir. — ^Adjectives in c 311 

3rd Lesson. Yerbs in mir. — Adj. in c? 315 

4th Lesson Yerbs in enir : Tenir. — Adj. in e 316 

OTH Lesson. Yerbs in enir : Venir. — Adj. in e, ai^ ^, u^ eic, ou^ 

eau 320 

dxH Lesson. Yerbs in rir. — Adj. in/ , 324 

'Tth Lesson. Yerbs in f rir', vrir. — Adj. in ^ 328 

8th Lesson. Yerbs in tir. — Adj. in 1 330 

9th Lesson. Yerbs in rtir. — Adj. in n , 334 

10th Lesson. Yerbs in uir, ouir. — Adj. in r 336 

11th Lesson. Yerbs in vir. — Adj. in 5 339 

12th Lesson. Regular Yerbs in ir. — Adj. in t, ,' 341 

13th Lesson. Irregular Yerbs in ir, — Adj. in ar 344 

14th Lesson. Formation of Adverbs in me7it from Adjectives: 
From Adj. in e, e, ai, i,u. — From Adj. ending 

in a consonant, in ant, ent 346 

15th Lesson^ Rules upon the names of places 349 

FOURTH COURSE. 

1st Lesson. Yerbs in choir — Grander of French ISTouns : ITouns, 

Masculine or Feminine by sex 353 

2nd Lesson. Yerbs in loir : Falloir.—'N o\ms Masculine by 

their termination 856 

3rd Lesson. Yerbs in loir : Valoir — l^ouns Masculine by the 

class of words to which they beloiig 358 

4th Lesson. Yerbs in loir : Vouloir. — Nouns, Masculine by 

'♦^ their signification 362 

5th Lesson. Yerbs in seoir. — T^ouns Feminine by the class of 
words to which they belong ; by the termi- 
nation te, Hon 364 

6th Lesson. Yerbs in voir. — Gender of Proper IN'ouns of places 368 

7th Lesson. Yerbs in voir : Avoir 370 

8th Lesson. Yerbs in voir : Savoir. — Formation of the Plural : 

Adjectives and l^ouns in s, x, z. 373 

9th Lesson. Yerbs in voir : Mouvoir. — Plural of the Nouna 

and Adjectives in ou, eii, au, eau 375 

10th Lesson. Yerbs in voir : Pouvoir , . 377 

11th Lesson. Yerbs in voir: Pleuvoir. — Plural of !N"oun3 and 

Adjectives in al, ail, el, eul, ceil 379 

12th Lesson. Yerbs in evoir : Devoir, etc 383 

ISth Lesson. Yerbs in evoir : Recevoir, etc 386 



452 CONTENTS. 

FIFTH COUESE. 

1st Lesson. Verbs in ere : Vaincre 889 

2nd Lesson. Verbs in dre : Andre^ endre, ondre^ erdre^ ordre.. 390 

3rd Lesson. Verbs in. prendre 393 

4th Lesson. Verbs in aindre] eindre^ oindre, 395 

6th Lesson. Verbs in oudre 398 

6th Lesson. Verbs in aire : Faire 400 

'Tth Lesson. Verbs Plaire and Taire. — Government of Adjec- 
tives ....'. 402 

8th Lesson. Verbs in aire : Traire. — Government of Adjec- 
tives 404 

9th Lesson. Verbs in ire : Circoncire^ Dire, Confire. — Govern- 
ment of Adjectives 405 

10th Lesson. Verbs in ire : Lire. — Government of Adjectives. 408 
11th Lesson. Verbs in ire: Rire, Frire, Ecrire. — Government 

of Adjectives 409 

12th Lesson. Verbs in ire : Quire, Conduire, Construire, Ijuire, 
JS'uire. — Government of Adjectives. — Dei be- 
fore the Infinitive 4. . .>'^.*. . . 411 

13th Lesson. Verbs in oire : Boire, Oroire. — Gover^m^rit ^ 

Adjectives: i>e, before the Infinitive|. .<' 413 

14th Lesson. Verbs in ore : Glore. — Government oi 'Adjec- 
tives: De before Nouns and Infinitives. ..... 415 

15th Lesson. Verbs injure: Rompre. — Government (tf .Adjec- 
tives : De before Nouns and Infinitives 416 

16th Lesson. Verb etre. — Government of Adjectives !• .D^ "be- 
fore Nouns and Infinitives i**^^ • • ^18 

1'7th Lesson. Verbs in aitre : JSFaitre jrf; . . . , 420 

18th Lesson. Verbs in aitre : Co7inaitre, Par aitre. — Govern- 
ment of Adjectives: d before Nouns ..;^)|r. . 422 
19th Lesson. Verbs in oitre : Croitre. — Government of Adjec- 
tives 425 

20th Lesson. Verbs in attre : JBattr e.-^GoYernment of Adjec- 
tives : d before Nouns 427 

21st Lesson. Verbs in ettre : Mettre. — Government of Adjec- 
tives : cb before Nouns 430 

22nd Lesson. Verbs in ure : Conclure. — Words governing the 
Subjunctive: d before Verbs ; <i before Verbs 

and Nouns 433 

23rd Lesson. Verbs in ivre: Suivre. — Government of Adjec- 
tives: II est... (Adj.) de... before the Infinitive. 437 
24th Lesson. Verbs in ivre: Vivre. — Adjectives used adverbi- 
ally 440 

Complementary Tense-Forms 443 



INDEX. 



Note.— The Table op Contents, which precedes the Index, exhibits a consecutive 
view of the leading matters contained in this book. The Index displays the same 
matters more in detail, in an alphabetical order, and so as to be referred to by either 
the French or English word. In the PpwONOUncek and Key will be found the various 
subjects arranged in a synoptical way, so that, by the use of these three auxiliaries, 
all classes of the wants of the Student will be met. 

The following abbreviations are made use of in the Index : 

Abs. for Absolute ; Act. Active ; Adj. Adjective ; Art. Article. 3ef. Before. Categ. 
Category; Cond. Conditional; Conj. Conjunction. Def. Definite. Eng. English. 
Fem. Feminine ; figures, standing alone, mean No. of page ; Fr. French ; Fut. Future. 
Imp. Imperative ; Imperf. Imperfect : Indef. Indefinite ; Indie. Indicative ; Inf. In- 
finitive ; Int. Interrogative. Masc. Masculine. Neut. Neuter. Obs. Observation. 
Part. Participle ; Pass. Passive ; Pers. Person; PI. Plural ; Pres. Present ; Pron. Pro- 
noun. Eefl. Eeflective ; Eel. Eelative. Sing. Singular ; Subj. Subjunctive. Y.Yerb. 



A, Vowel, 27 ; a, a, 31 ; ai, 32 ; aie, 
ao, aou, aouy au, ay^ 83 ; an^ am^ win, 
aim^ 52 ; ai, variations of, 57. 

A, AN, un^ 63, Obs. 2, 64 ; une^ 119, 
Obs. 4, 121 ; translated by quelque^ 
201 ; by le, la^ 237, Obs. 2, 238. 

A^ AT, IN, 73 ; TO, 78. 

About, de^ a propos de^ 77 ; to be 
ABOUT TO, alter... 443. 

Absolute demonstrative peo- 
NOUNs, defined, Obs. 4, 75. 

Absolute interrogative adjective 
PRONOUNS, defined, Obs. 4, 66. 

Absolute interrogative relative 
PRONOUNS, defined, Obs. 1, 81. 

Absolute possessive adjective 
PRONOUNS, defined, Obs. 5, 66. 

Accent marks (diacritical), 26 ; 
want of accent in French, 58. 

Action, perfection and imperfec- 
tion of, 296. 

Actualizing forms, definition and 
nature of, 301 ; of French Verb made 
by Ure a^ Obs. 3, 268. 



Adjectives, defined, Obs. 3, 64; 
substantively used, Obs. 7, 72 ; 
wither... a, ce...la^ Obs. 8, 72; Adj. 
denoting? the inhabitants of certain 
countries, used substantively in 
French, Obs. 3, 79 ; position of Adj. 
Obs. 3, 136. Formation of Feminine 
of Ad], in c, 312, Obs. 8, 314 ; in d, 
315, Obs. 1, 316 ; in e, 317, Obs. 2, 
320 ; in ^, ai^ ^, u^ eu^ ou, eait^ 320, 
Obs. 1, 323; in /, 824, Obs. 1, 327; 
in g, 328 ; in I, 332, Obs. 7, 333; in 
n^ 334, Obs. 2, 836 ; in r, 337, Obs. 
2, 338; in s, 339, Obs. 2, 341 ; in L 
842, Obs. 2, 343 ; in x, 344, Obs. 2, 
346. Certain Adj. have two forms ol 
Mascuhne, 322, Obs. 2, 323; Pro- 
per Nouns as Adj. 326, Obs. 3, 828 ' 
Adj. of dimension, 870, Obs. 1, 372 
Government of Adj. 403, Obs. 1, 
404 ; 404 ; 406 ; 408 ; 409 ; witli de 
bef. Inf 411 ; 413 ; with de before 
Nouns and Inf. 415, Obs. 1, 416; 
417 ; 418 ; with a bef. Nouns, 423, 
Obs. 1 , 424 ; 425 ; 428 ; 430 : witli a 
bef. Inf. 434, Obs. 2, 436 ;' with a 
bef Inf and Nouns, 435, Obs. 3, 
436; preceded by II est, followed 



454 



INDEX. 



by de bef. Inf. 4S7, Obs. 1, 439. 
Used adverbially, 441, Obs. 1, 442 ; 
for list of such Adj. See Pronouncer 
and Key. 

Adjective peonotjns, See Pro- 
nouns. 

Adverbs, defined, position of, 
Obs. 1, 68. Those in ment^ forma- 
tion of from Adjectives, 846 ; from 
Adj. in e, 346, Obs. 2, 348 ; from 
those in e, ai, % u, 347, Obs. 2, 348 ; 
from those in a Consonant, 347 ; 
in ant, enf, 347, Obs. 2, 348. Adverbs 
also Prepositions, a cote de..., a cote, 
NEAR BY, i^EAR, ctc, Obs. 1, 429, For 
list of, See Pronouncer and Key. 

Agreement, defined, that of Sub- 
ject and Verb, Obs. 3, 62 ; of Art. 
with Noun, Obs. 1, 115; of Art. 
Adj. and Adj. Pron. Obs. 1, 120; of 
Past Part. of Compound Tense-Forms 
of Neut. V. with the Subject, Obs. 
1, 125 ; of same with Regime Direct, 
if a Pron. in Eefl. Verb ; Absence of 
agreement, if a Noun, Obs. 2, 139 ; of 
same, in Pass. Tense-Forms, Obs. 
1, 225 ; of same in Compound Tense- 
Forms of Act. v.; agrees with Begime 
Direct, expressed by a Pron. ; not 
with one expressed by a Noun, Obs. 
1, 264 ; of same as Adj. Obs. 1, 128 ; 
284 ; of Pres. Part. Obs. 1, 229. 

All, tout, 330, Obs. 1, 333. 

Alter, TO GO, Obs. 2, 87 ; Obs. 4, 
91 ; Fut. of, Obs. 3, 101 ; Cond. of, 
Obs. 3, 105 ; Obs. 1, 136 ; Obs. 1, 214 ; 
Obs. 2, 310 ; en alter, to go away. See 
En ; alter, to be about to, 443. 

All that, tout ce que, 89, Obs. 2, 
91. 

All the, tout le, 86 ; tons les, 119, 
Obs. 5, 121. 

Alphabet, French, 25. 

Although, tout, 256, Obs. 2, 258. 

An, un. See A. 

An, annee ; matin^ matinee, etc., 
139, Obs. 2, 141. 

Another, un autre, une autre, 202. 

Antecedent, defined, Obs. 1, 75. 

Any, See En, and Du. 

Are there, y a-t-il? Obs. 4, 268. 

Article, defined; Definite and 
Indefinite, Obs. 2, 64; position of, 
Obs. 3, 64. Def. Art. used in Fr. 
with Substantives taken in a univer- 



sal sense, Obs. 2, 78. Agreement of, 
Obs. 3, 115. Attached to titles, iu 
Fr. 315, Obs. 2, 316 ; not to names 
of Sovereigns, 350, Obs. 3, 352. 

At, a, 73. 

At how many, a, comhien de, 208. 

At how much, a cornbien de, 208. 

At the house of, cJiez, 80. 

Au, a l\ to the, 85, Obs. 1, 87. See 
Le. 

Aucun, some, 87 ; aucune, 159. 

Auquel, to which, 98, Obs. 3, 98. 

Authors, qualifications ai d laoors 
of, 18. 

Autre, V, the other ; les autres, 
the others, d'' autres, others, 202; 
Tious autres, we, us ; wus autres, 
you; eux autres, they, them, 366, 
Obs. 3, 367 ; autre chose, something 
else, 177, Obs. 2, 179. 

Aux, to the, 160, See Le. 

Auqiiel, auxquels, auxqiielles, to 
WHICH, 160. See Lequel. 

Auxiliary verb, defined, Obs. 1, 
128 ; not used in Fr. without a Par- 
ticiple following, Obs. 2, 166. 

Avoir, TO HAVE ; irregularities of, 
145, Obs. 1, 147; Obs. 1, 209; 
Compound Tense-Forms of V. with 
avoir as Auxiliary, 157, Obs. 1, 159; 
eu, had, 160, Obs. 2, 161 ; avoir 
cliaud, TO BE warm, etc., 189 ; avoir 
as an independent Verb, 370. 

Away, See En, 

B 

B, when silent, 45. 

Beau, lei, eine, 69, Obs. 2, 71; 
Mle, 117 ; leaux, 119, Obs. 2, 121 ; 
Obs. 2, 323. 

Beaucoup de gens, many people, 
311. ' 

Better, best; See MeiUeur and 
Mieux. 

Bien, very, 148, Obs. 2, 150. 

Bien des ge7is, many people, 311, 
Obs. 2, 314. 

Bonjour, good morning, honsoir, 
good afternoon, etc., 97, Obs. 2, 
98. 

Both, See Uh, and Tous devx. 

Brackets, use made of, Obs. 8, 
130. 



INDEX. 



455 



But one, ne.„ plus qu'un, qvPune^ 
206. 



Gj pronunciation of, 35 ; pro- 
nounced g^ 40 ; when silent, 45. 

Can, 7th Categ. Eefl. V. 247, Obs. 
1, 249 ; translated by pouvoir, 377. 

Case, defined, jSTominative Case 
the Suhjectj Objective Case the Eegi- 
men of the Verb ; position of, Obs. 
3, 81. 

Category, See Refiective Verbs. 

Cfe, cet, THIS, THAT, 69, Obs. 1, 70; 
cette, 117, Obs. 3, 118. 

Ce...ci, cet... cij this ; cs.., la, cet.., 
la, THAT, 70 ; how used, Obs. 6, 71 ; 
celle-ci, this, celle-la, that, 131. 

Ceci, this, 69, Obs. 5, 71. 

Ce dont, that of which, 108 ; re- 
lates to things only, Obs. 3, 109. 

Cela, THAT, 70, Obs. 5, 71. 

Oelle, THAT, 118,Obs.3, 118; celles, 
THOSE, 122 ; celle que, the one, that 
WHICH ; celles que', the ones, those 
WHICH, 146 ; celle cle qui, the one of 
whom ; celle a qui, the one to whom ; 
celle dont, the one of whom; celle 
qui, THE ONE WHO ; celles qui, those 
WHO, 231 ; celle que, the one which ; 
celles que, those which, 232. 

Celle-ci, this ; celles-ci, these ; celle- 
la, that ; celles-la, those, 146. 

Celui, that, the one, 74, Obs. 2, 
75 ; celui que, the one which, that 
which, 74 ; celui de, 's, that of, the 
ONE OF, the... one, 100, Obs. 2, 101 ; 
celui ck>nt, that of which, the one 
OF which, the one of whom, 107 ; 
relates to persons or things, Obs. 2, 
109 ; celui que, the one that, him 
w^HOM, 201 ; celui qui, the one who, 
231 ; celui que, the one which ; celui- 
la... qui, he who, 232 ; celui-ci, this, 
this one; celui-la, that, that one, 
74, Obs. 4, 75 ; celui-ci, this one ; 
celui-la, that one, the one, 201. 

Cent, HUNDRED, 253, Obs. 2, 255. 

Ce que, what, that which, 75 ; ^ ce 
que, TO THAT, 277. 

Ces, plural of ce, these, those, 
119. 

Cest, IT IS, 179. 

Get, cette, See Ce. 

Cette,-., cij cette... Va^ See Ge„» ci. 



Geux, THOSE, 122 ; eeux dont, those 
OF WHICH, 146 ; ceux qui, those who, 
231 ; ceux que, those which, 232. 

Ceux-ci, these, 146 ; ceux-la, those, 
146. 

Gh, pronunciation of, 39 ; when 
silent, 45. 

Cliacun, evERT one, each,' 86, Obs. 
3, 87 ; chacune, 159. 

Cliaque, each, every, 86, Obs. 3, 87. 

Cliaque fois que, every time that, 
152. 

Ghez, AT THE house of, 80, 252. 

Collective nouns. See Nouns and 
Number. 

Gomme les autres, like other peo- 
ple, 345. 

Gomhien de, how much, how many, 
96. 

Comparison, degrees of, defined, 
Obs. 1, 150. 

Comparative, See Comparison. 

Compound texse-forms, defined, 
Obs. 1, 128; with etre: 1st Pers. Sing, 
and 2nd Pers. Plur. 124, Obs. 1, 125, 
Obs. 2, 126; 126; same of Eefl. 
Verbs, 137, Obs. 1, 138; 141; 155; 
Same with avoir : 1st Pers. Sing, and 
2nd Pers. Plur. 157, Obs. 1, 159; 
3rd Pers. 206 ; 1st Pers. Plur. 219 ; 
2nd Pers. Sing. 278. See Concord- 
ance. 

Compound words, agreement of, 
350, Obs. 2, 352. 

Concordance of tenses, 166, Obs. 
1, 168; 290, Obs. 1, 291; 292; 294. 

Conditional, defined, Obs. 1, 
103 ; same irregularities as in Put. 
of certain Verbs, Obs. 3, 105 ; forma- 
tion of, from Inf. Obs. 1,314; pa- 
rallelism of, with Put. Tense, See 
Treatise on the Modes, 170, 174 ; re- 
lation of, to Imperf. Indie. Obs. 1, 
106 ; formation of 1st Pers. Sing, 
and 2nd Pers. Pkir. 102, Obs. 1, 
103; 3rd Pers. Obs. 1, 190; 1st 
Pers. Phir. Obs. 1, 214; 2nd Pers. 
Sing. 278; See Treatise on the 
Tenses, 302. 

Conjugations, 1st terminating in 
e7\ exhibited in the first two Courses ; 
2nd, in ir, in 3rd Course ; 3rd, in oi7\ 
in 4th Course; 4th, hi re, in 5th 
Course. See Verbs. 

Conjunctions, defined, 76, Obs. 1, 



456 



INDEX. 



78 ; various ones represented by 
qu'Q, THAT, 339, Obs. 1, 341. For 
those which govern Siibj. Mode, See 
Subjunctive. For list of Conjunc- 
tions, See Pronouncer and Key. 

Connection of woeds, or liaisons. 
46. 

Consonants, Consonant sounds, 
defined, 25 ; vahie of Consonant 
letters, 27 ; Consonant letters, signs, 
and combinations of sounds and 
letters, 35 ; Consonant combinations 
representing single sounds, 39 ; in- 
terchanges of Consonant sounds, 39 ; 
doubling of Consonants, 41 ; Con- 
sonant letters silent, 43 ; Conso- 
nants following Nasal Vowels in the 
end of words, 50. 

Constructive impersonal verbs, 
See Verbs. 

Contents, presenting a consecu- 
tive view of the matters contained 
in this Book, 445 to 453. 

Could, 7th Categ. of Kefl. V. 247, 
Obs. 1, 249; rendered hjpouvoi?', 377., 

Course, 1st, 61 ; 2nd, 175 ; 3rd, 
807 ; 4th, 353 ; 5th, 389. See Contents. 

D 

D, pronounced t, 40 ; when silent, 
44. 

DanSj IN, 73. 

De^ OF, ABOUT, CONCERNING, 77 ; a 
sign of possession in French, in 
place of 's in English, 95, Obs. 1, 
96 ; de ce que, what, 247 ; rendered 
by because, as, 277. 

Defective verbs, defined, Obs. 3, 
810. 

De laquelle, of which, 159 ; See 
Lequel. 

Derm, half, remark on, 200, Obs. 
1, 200. 

Demonstrative pronouns, defined, 
Obs. 5, 71. Absolute, Obs. 4, 75. 

Demonstrative adjective pro- 
nouns, defined, Obs. 1, 70. 

Des, OF the, 121. See Partitive, 
and Le. 

Desquels, desqiielles, of which, 160. 

Diphthongs, See Vowels. 

Directions and suggestions : 1. 
Introduction not indispensable to 
the learner ; 2. Treatise on Pronun- 



ciation not to be fully mastered in 
the beginning ; great importance of 
the Pronouncer and Key, 59 ; 3. Les- 
sons, matter of; 4. Exercises, use of; 
5. Observations, value of; 6. Keview- 
ing back lessons, importance of, 60. 

Dont, OF WHOM, OF which, 95, Obs. 
4, 96. 

Z>?^, OF the. See Le, and Partitive 
Particles. 

Dvquel, of which. See Lequel. 

Du tout, not at all, 86. 

E 

U, pronunciation of, 27, 28 ; e, 
31 ; e, e, 32 ; eau, ei, 33 ; eu, 34 ; en, 
em, ein, elm, 52 ; mutations of e, e, e, 
e, 54. 

Each, chaque, 86, Obs. 8, 87. 

Elision, or dropping of Vowel 
before another Vowel, Obs. 5, 63 ; 
before inefflcient Ti, Obs. 6, 63 ; does 
not occur before e^cient h, Obs. 7, 
63; occurs with I, in si, before ^7, 
Us, 189, Obs. 1, 190. 

Mle, SHE, 175, Obs. 1, 2, 176 ; it, 
233, Obs. 1, 234; 236, Obs. 1, 238; 
elles, they, 175, Obs. 3, 176. 

En, in, 78. 

En, OF IT, 96, Obs. 6, 97; of it, of 
them, 122 ; m''en, me of it ; vous en, 
YOU OF IT, 127 ; of it, some, some of 
IT, ANY OF IT, 143, Obs. 1, 144; lui 
en, HIM SOME, her some, etc., 230 ; 
leur en, them some, etc., 230; nous 
en, us some, 231; en,., un, one of 
THEM, 241. 

En, AWAY, thence, 97 ; 110, Obs. 
3, 110 ; en alle?', to go away, 139, 
Obs. 1, 141 ; en r ester, to leave off, 
232 ; en vouloir a quelqu'un, to have 

A GRUDGE AGAINST SOMEBODY, 363. 

En ce que, in that, 292. 

Envoyer, to send, Fut. of, Obs. 5, 
101; Cond. of, Obs. 3, 105; 212, 
Obs. 1, 214. 

Est-ce, IS n, is that, 179. 

Est-ce que, is it (true) that, 69, 
Obs. 3, 71 ; bef. 1st Pers. Sing. Ind. 
Prcs. 161, Obs. 1, 163. 

Eire, to be, translated by to have 
as Auxiliary in some Neut. V., 124, 
Obs. 1,125; 126; Obs. 1,127; Same 
in all Kefi. V. 137, Obs. 1, 138 ; Same 



457 



«n the various Persons, Obs. 2, 
li)7; irregularities of, 151, Obs. 1, 
152 ; Obs. 1, 202: falete, etc., I T7e>t, 
etc., 156 ; 1 was, etc., 160^ Obs. 3, 
161 ; Actualizing form ot French 
Verb made by etre a, Obs. 3, 263 ; 
etre, as an independent Verb, 418. 

IJUX, THEY, THEiT, 195, Obs. 1, 

197 ; eux autres, they, them, 366, 
Obs. 3, 367. 

Hyer, Jamais, 83, Ohs. 3, 85. 

Every, cJiaque, 86 ; tous les, 119, 
Obs. 5, 121. 

Everybody, tout le monde, 86, 
Obs. 3, 87 ; 205. 

Every one, cTiacun, 86, Obs. 3, 
87 ; chacune, 159. 

Every thing, tout, 89, Obs. 2, 91 ; 
106, Obs. 3, 197. 

Every time that, tontes les fois 
que, cTiaquefois que, 152. 

Every... who, tout... qui, 201. 

Exercises, matter of, use of, 60: 
one following each Lesson. 



F, when silent, 45. 

Faire, to make, Obs. 2, 402. 

Feminine, defined. See Gender. 

Feminine of Adj. and Adj. Pron. 
Obs, 3, 118 ; formation of, See Ad- 
jective. 

Feminine of Adj. has, basse, low, 
121, Obs. 2, 122; in er, Obs. 3, 
122 ; general rule, Obs. 2, 124. 

Fort, VERY, 148, Obs. 2, 150. 

Foil, fol, folle, foolish, 322, Obs. 
3, 323. 

Future tense, defined, Obs. 1, 
99. See Treatise on the Tenses, 302. 

Future tense-form, formation 
of 1st. Pers. Sing, and 2nd Pers. 
Plur. Obs. 1, 99 ; of 3rd Pers. Obs. 
1, 188; of 1st Pers. Plur. Obs. 1, 
214 ; of 2nd Pers. Sing., 278 ; forma- 
tion of from the Infinitive, Obs. T, 
314. See Compound Tense-Forms. 

G 

Q, pronunciation of, 35 ; pro- 
nounced c, 40 ; when silent, 45. 
20 



Gender, defined, two genders 
onlyin French, Masculine and Femi- 
nine, Obs. 1, 115; Comparative 
nobility of, Obs. 6, 289; Nouns 
Masc. or Fern, by sex, 354, Obs. 2, 
355 ; Masc. by their termination, 356, 
Obs. 1, 358 ; Masc. by th« class of 
words to which they belong, 359, 
Obs. 1, 361 ; 362, Obs. 1, 364; Fem. 
by class of words, 365, Obs. 1, 367; 
Fem. by termination, 306. Obs. 4, 
367 ; Of names of places, 369, Obs. 
1, 370; of names of professions and 
animals, Obs. 2, 390 j Nouns having 
a different form for the Fem. ; others 
having the same form for both sexes, 
389, Obs. 2, 390. 

General collective nouns, Obs. 
1, 289. 

Gerund, defined, Obs. 1, 110. 

G-n, pronunciation of, 37. 

Good MORNING, good iiXY,'bonjoury 

GOOD afternoon, GOOD EVENING, hojl 

soir, Obs. 2, 98. 

Government of Adjectives, See 
Adjectives; of Infinitive, See Infini- 
tive ; of Subjunctive, See Subjunc- 
tive. 

H 

H, remarks on efficienJt and ineffi- 
cient, 41 ; list of words in which Ji is 
efficient, 42. 

Hardly, ne.., guere, 86. 

Have, See avoir, to have to... I 
have to..., etc., 443. 

He, il, 175, Obs. 1, 2, 176. 

Heads of lessons. See Contents. 

Her, La, See Le, Lui, and Son. 

Here is, voici, 89. 

Him, le. See Le, and Lui; iiDi 
there, her there. See Dy. 

His, son, See Son. 

His, le sien, la sienne, les siens, les 
siennes, 179, Obs. 1, 181. 

However, howsoever, quelque 
que, 331, Obs. 5, 333. 

How many, combien de, 96. 

How MUCH, combien c^, 96. 



/, 27 ; t, 32 ; ia, iai^ etc., 34 ; in^ 
im^ 52. 



458 



INDEX. 



'^yj^ij\ 61, Obs. 2, 62; jnoi, 80, 
Obs. 2, 81. 

I HAVE, Je Suis^ Ton HAVE, 'VOUS 

etes, Obs. 1, 125, Obs. 1, 127. 

I HAVE FALLEN, I HAVE ENTERED, 

etc., the French idiom for I fell, I 
ENTERED, etc, 124, Obs. 1, 125 ; Obs. 

I, 127. 

Idiom, defined, Obs. 1, 61; 172. 
Those which relate to the use of 
verbs will be found with the verbs 
where they occur in this book. 

7^, HE, ils^ THEY, 175, Obs. 1, 2, 
176; repeated after the verb, in a 
question, in Fr. Obs. 3, 181 ; il^ elle^ 
IT ; ils^ elles^ they, 233, Obs. 1, 234 ; 
Obs. 1, 238; il y a, there is, 125; 

THERE IS, THERE ARE, 267, Obs. 4, 268. 

lis, THEY, 175, Obs. 3, 176. See 

II, Elle, 

Imperative mode, defined, Obs. 1, 
123; position of Pron. alter Impera- 
tive when Eeflective, Obs. 2, 132 ; 
formation of 2nd Pers. Plur. of, Obs. 
1, 123 ; of 3rd Pers. Obs. 2, 192 ; of 
1st Pers. Plur. Obs. 2, 219 ; of 2nd 
Pers. Sing. 278. 

Imperfect indicative, defined, 
Obs. 1, 106 ; formation of 1st Pers. 
Sing, and 2nd Pers. Plur. Obs. 1, 
106 ; of 3rd Pers. Obs. 2, 290 ; of 
1st Pers. Plur. Obs. 2, 216 ; of 2nd 
Pers. Sing. 278; takes i after y in 
verbs in yer, in 2nd Pers. Plur. Obs. 
1, 109; so in 1st Pers. Plur. Obs. 
1, 216. For irregularities of verbs in 
yer, ger, and cer^ See Verbs. See 
Treatise on the Tenses. Formation 
of Imperf. from Part. Pres. Obs. 1, 
314. Imperfect, in French, a super- 
numerary Tense-Form and assigned 
to the actualizing sense. See Treatise 
on the Tenses, 229 ; assigned to 
habitual and recurring action, 300. 

Imperfect subjunctive, defined, 
Obs. 1, 164; formation of 1st Pers. 
Sing, and 2nd Pers. Plur. Obs. 1, 
164; 3rd Pers. Obs. 1, 209 ; of 1st 
Pers. Plur. Obs. 1, 211 ; of 2nd Pers. 
Sing. 278. See Treatise on the 
Tenses; formation of Imperf. Subj. 
from Past Part. Obs. 1, 314. 

Impersonal verbs, Idiomatic, Ac- 
tive and Neuter, il circule, there 
circulates, etc., 266, Obs. 1, 268 ; 
Reft. 269, Obs. 1, 271; Passive, 



271, Obs. 1, 273; Constructive, il 
est... etc., 274, Obs. 1, 276. See Uni- 
personal Verbs. 

In, a, dans, 73 ; en, 7S. 

Indicative mode, defined, Obs. 3, 
71. See Treatise on the Modes ; 
leading importance of the Indie. 
169 ; contrast of with Inf. 170. 

Infinitive mode, defined, Obs. 1, 
92 ; governed by pour, afin de, 91 ; 
sans, 92 ; «/ii lie^c de, de peur de, 
93, Obs. 2, 93 ; a force de, 108 ; 
avant de, 129 ; possible de, 193 ; 
meriter de, 203 ; avoir raison de, 
avoir tort de, 205 ; oi-donner de, 
215; recommander de, se garder de, 
se garder lien ce^ 226 ; manquer de, 
251 ; Jiabituer hj accoutumer a, 262 ; 
juger a 'propos de, 270; jusqu'a, a 
moins de, que de, plutot que de, an 
point de, 272; il semUe a 'propos de, 
il semble juste de, ordonner de, 277 ; 
avoir hesoin de, 282 ; fdcheux, pru- 
dent, juste, necessaire he, 293 ; valoir 
mieux, impersonally used, 359 ; avant 
que de, pres de^ sauf a, 394 ; Adjec- 
tives with de, 411, Obs. 1, 413 ; 413 ; 
415, Obs. 1, 416; 417; 418; Adj. 
with a, 434 ; II est, followed by Adj. 
and de, 437 ; Obs. 1, 439 ; See Trea- 
tise on the Modes ; Infinitive, a real 
verbal substantive, 169 ; parallelism 
of with Indicative and Subjunctive, 
170, 171 ; with verbal Noun, 171. 

Interjections, definition of, Obs. 
1, 84 ; AH, ali; oh, oJi, 83 ; why, what, 
quoi, 84; oh! oh dear! ale, ale, a'ie ; 
well; bon ; nonsense, fudge, bah! 
371. 

Interrogative adjective pro- 
nouns, defined, Obs. 3, 66 ; Abso- 
lute, Obs. 4, Q(y. 

Interrogative pronouns, defined, 
Obs. 1, &Q. 

Interrogative relative pro- 
nouns. See Abs. Int. Eel. Pron. 

Introduction, general, Treatise 
on the study of lamjuagcs and the 
different methods of teaching them ; 
distinctive peculiarities and claims 
of the present method, 3. See Con- 
tents, for distribution of subject, 
445. 

Introduction, special, distribu- 
tion of the matters contained in this 
book, 21. See Contents, 445. 



INDEX. 



459 



la THERE, AEE THERE? y a-t-Uf 267, 
Obs. 4, 268. 

It, le, 87, Obs. 1, 89 ; See II, Elle, 
Le and Lui ; — rr to you, vous le, it 
TO ME, m£ le, 93, Obs. 1, 94= ; See Un; 
rr, le, 224, Obs. 3, 225. 

Its, See Son and Ze sien. 



Jamais, ever, 83, Obs. 3, 85 ; ja- 
mais ne..., ne... jamais, never, not 
ever, 84, Obs. 4, 85. 

Je,j\ I, 61, Obs. 2, 62 ; placedafter 
1st Pers. Sing, of Pres. Ind. in a ques- 
tion, Obs. 2, 163 ; placed after the 1st 
Pers. Sing, of Future, Obs. 2, 100. 

Je suis, vous etes. See I have. 

Joining of words or liaisons, 46. 

Just, to have just... I have just..., 
etc., 443. 

K 

K, when silent, 45. 

Key, See Pronouncer and Key. 



Z, when silent, 45 ; peculiarities 
in pronunciation of, 57. L euphonic, 
253, Obs. 1, 255. 

La, the, 114, Obs. 2, 116 ; rr, 115, 
Obs. 3, 116. 

Laisser, to let, remarks on, Obs. 
1, 227 ; Obs. 3, 261. 

Language, development of the 
Btudy of, 3 ; Philology, and the prac- 
tical study of languages compared, 3 ; 
practice and theory combined, 5; 
three different departments of lan- 
guage, 11; importance of the complex 
sentence, 12 ; popular superstitions 
respecting the learning of French, 23. 

Za plupart de, la pi apart, most, 
243, Obs. 2, 244. 

Zaquelle, which, 136. See Zequel, 

Z'^aatre^ the other, Us autres, the 
OTHERS, 187. 

Im, voire, See Ze voire. 

Ze, V, THE, 63, Obs. 2, 64; du, de 
V, OF THE, 84, Obs. 5, 85 ; aw, to 
THE, 85, Obs. 1, 87 ; la, 114, Obs. 2, 
116 ; de la, de V, of the, a la, to 
THE, 114, Obs. 2, 116 ; Us, the, 119, 



Obs. 1, 120; des, of the, 121; aux, 
to the, 160. 

Ze, r, it, 87, Obs. 1, 89 ; la, it, 
115, Obs. 3, 116 ; vous le, it to you ; 
me le, it to me, 93, Obs. 1, 94; See 
En ; vous la, me la, 115 ; les^ them, 
121, Obs. 1, 122; U, him, la, her, 
Us, them, 181, Obs. 1, 183 ; lui, to 
him, to her, 183, Obs. 1, 185, re- 
marks on, Obs. 2, 186 ; U lui, la lui. 
Us lui, IT TO him, etc., 243 ; U Uur, 
la Uur, Us Uur, it to them, etc., 
243 ; U lui, him to him ; U Uur, him to 
them; l<i lui, her to her, etc., la Uur, 

HER TO THEM ; Us UuT, THEM TO THEM, 

199. Ze lui, etc., after Imperative, 
Obs. 1, 205. 

Ze, V, so, it, that, Obs. 3, 225. 

Le Uur, la Uur, Us leurs, theirs, 
179, Obs. 1, 181. 

Ze imme, la m^me, Us wJemes, the 

SAME, 202. 

Ze mien, mine, 65, Obs. 5, 66 ; au 
mien, to mine, 85 ; du mien, of 
MINE, 86; la mienne, mine, 117; Us 
miens. Us miennes, 121. 

Ze notre, la notre, Us nbtres, oitrs, 
210, Obs. 3, 212. 

Zeplus, MOST, 148, Obs. 1, 150. 

Zequel, which one, what one, 65, 
Obs. 4, 66 ; which, 74, Obs. 3, 75 ; 
duquel, of which, 95 ; auquel, to 
which, 98, Obs. 3, 98 ; desquels, of 
which, auxquels, to which, 160; 
laquelle, which, 136 ; de laquelU, of 
which, 159 ; a laquelle, to which, 
160 ; desquelUs, of which, auxquelles, 
TO which, 160. 

Ze sien, la sienne. Us siens. Us 
siennes, his, hers, 179, Obs. 1, 181. 

Zes, the, them. See Le. 

Less, least, See Moind7'e, Moins. 

Lessons, order of. See Contents. 

Ijes siens, relations, 252. 

Zeur, Uurs, their, 177, Obs. 1, 
178. 

Zeur, TO them, 183, Obs. 1, 185 ; 
remarks on, Obs, 2, 186. 

Liaisons or joining of words, 46. 

Ze wire, yours, 65, Obs. 5, 66 ; la 
voire, 117 ; au voire, to yours, 85 ; 
du voire, of yours, 86 ; Us votres, 
YOURS, 121. 

Zl, pronunciation of, 35. 



460 



INDEX. 



Lui^ TO HIM, TO HER, See Le. 

Lui^ HIM, See Prepositional Pro- 
nouns. 

Lui-meine^ himself, elle-rmme^ her- 
self, eux-memes, elles-memes, them- 
selves, 195, Obs. 1, 197. See Pre- 
positional Pronouns. 

Z''u7i, rune, THE ONE ; les tins, les 
uneSy THE ONES, 187 ; for all the com- 
binations of U7i with autre, See Un. 

Vy, HIM THERE, etC, IcS y, THEM 

THERE, 189 ; See Le, 

M 

Many people, leaucoup de gens, 
311 ; lien des gens, 311, Obs. 2, 314. 

Masculine, See Gender. 

May, translated into French by- 
Subjunctive Tense-Form termina- 
tions, 113; 172; hy pouvoi?', 377. 

Me, me ; See Me. 

Me, ME, TO ME, 80, Obs. 3, 81 ; me 
le, IT TO ME, Obs. 1, 94 ; me la, it to 
ME, 115, Obs. 4, 116; me Us, them 
TO ME, Obs. 3, 134, 135 ; m'en, me of 
it ; m'y, me to it, 127. 

Meilleur, meilleure, better ; le 
meilleur, la meilleure, best, 147, Obs. 
1, 150. 

Meme, self, See Lui-m^me, etc. 

Method, claims of this, 6 ; 16 ; 17. 
Different methods of instruction, 6 ; 
7; 8; 9; 20. 

Mieux, BETTER ; le mieux, the best, 
148, Obs. 3, 150. 

Might, translated into French by 
Subjunctive Tense-Form termina- 
tions, 163; hjpouvoir, 377. 

Mille, a thousand, Obs. 2, 255 ; 
mil, Obs. 2, 261. 

Mile, A mile, Obs. 2, 268. 

Mine, See Ze mien. 

Mode, Indicative, Obs. 3, 71 ; In- 
finitive, Obs. 1, 92; Conditional, 
Obs, 1. 103; Gerund, Obs. 1, 110; 
Subjunctive, Obs. 1, 114; Impera- 
tive, Obs. 1, 123 ; See Treatise on the 
Modes, 169. 

Moi, I, me, used idiomatically, SO, 
Obs. 2, 81 ; mx)i-meme, myself, 117. 
Moind?'e, less; le moindre, the 
LEAST, 148, Obs. 1, 150. 



ins, le moins, less, the least, 
149, Obs. 3, 150. 

Moins de, mxnns, less, not so many, 
202, moins de... que de..., less than, 
212 ; mx)ins que... ne^ less than, 
213. 

Mon, MY, 65, Obs. 2, 66 ; monpro- 
pre, MY OWN, 97 ; mon, ma, my, 116, 
Obs. 2, 118; mes, my, 119. 

Monsieur, sm, 67; mister, 90 ; TnoTi- 
sieur, messieurs, gentleman, gentle- 
men, 119, Obs. 3, 121. 

More, most. See Plus. 

More than, plus que... ne, 213. 

Mou, mx)l, mx)lle, soft, 322, Obs. 2, 
323. 

My, See Mo^i. 

Myself, mx/i-m£me. 

N 

N, double effect o)', 50. 

Names of places, 349, Obs. 1, 
351. 

Ne, used after s'en falloir, Obs. 2, 
358. Ne, sometimes makes the ne- 
gative without pas with the Verbs 
p>ouvoir, TO BE ABLE, 378, savoir, to 
KNOW, 373, cesser, to cease, and 
oser, TO DARE ; Tze used after craindre, 
etc., 422; ne used or not used after 
comparisons of inequality, 442, 
Obs. 2, 442. 

Ne... aucun, not... any, none, not 
ONE, NO, 88, Obs. 2, 89 ; ne... aucune, 
NONE, etc., 159. 

Ne... done pas, not then, 100. 

Negatives, defined, position of, 
Obs. 2, 68. 

Ne... guere, hardly, 86. 

Ne... Jamais, never, 72, Obs. 3, 
74 ; 84, Obs. 4, 85. 

Ne... ni... ni, neither... nor, 77, 
Obs. 4, 79. 

Ne... ni Vun ni V autre, neither, 
202. 

Ne... mil, NOT... ANY, NONE, NOT 

ONE, 88, Obs. 2, 89. 

Ne... nulle part, no where, not 

ANY WHERE, 100. 

Ne...pas, NOT, 67, Obs. 2, 68. Ne.., 
pas davantage, not any more, 213. 
Ne... pas de sitot, not for some time, 
217. Ne... pas encore, not yet, not 



INDEX. 



461 



ANT MORE, 213. i\e... pas qui que ce 
soU, ^'0T ANY BODY, etc, 201. JVe... 
pas un, NOT A SINGLE QNE ; 716... pas 
un seul^ NOT a single one, 88. 

Ke,.. fersonne^ nobody, not any- 
body, 81, Obs. 5, 83. 

Kc.pluS^ NO MORE, NOT ANT MORE, 

97. 
Ne... plus qu'un, qu'une, on'LT a, 

AN, one, but ONE MORE, 206. 

Ne... poinU NOT, 72, Obs. 2, 73. 

Ke... que^ nothing but, only, 90 ; 
ne.,, que cela^ nothing but that, 214 ; 
fis... que peu de^ ne... que peu^ but 
LITTLE, 202. 

Ke... 7'ien, nothing, not anything, 
74; 7ie... I'ien, rien^ 84; Tie... 7'ien 
autre chose., nothing else, not any- 
thing ELSE, 177, Obs. 2, 179 ; Tie rien 
Je, nothing, not anything, 103, Obs. 
1, 105; Tie... rien que cela^ nothing 

BUT THAT, 214. 

Neither more nor less, Tii phis 
ni moins^ 387. 

Neither... nor. Tie... ni... ni, 77, 
Obs. 4, 79 ; neither, not either, 
nonplus, 83. 

K'est-cepas? is it not? etc., 90. 

Neuter verbs, defined, Obs. 1, 
222 : used in an active sense, Obs. 1, 
261.' 

Never, not ever, ne... jamais, 72, 
Obs. 8, 1^\ jamais, 83 ', jamais ne, 84, 
Obs. 4, 85. 

Ki... ni... ne, neither, nor, 77, 
Obs. 4, 79 ; 202 ; ni... Tion plus, nor 
EITHER, 371 ; ni... ni... nonplus, etc., 
NOR... nor... either, 204; ni Vun ni 
V autre ne... neither, 205 ; ni plus 
ni Tooins, neither more nor less, 
387. 

No, ne... aucun, 88, Obs. 2, 89 ; 
159 ; NO MORE, ne...plus, 97. 

Nobody, personne ne... personne, 
ne... per Sonne, 81, Obs. 5, 83. 

Nominative case, defined, Obs. 3, 
81. 

Nonplus, NEITHER, NOT EITHER, 88. 

None, 88, Obs. 2, 89 ; ne... aucun, 
159. 

Nor... EITHER, Tii.., nonplus, 204; 
NOR... NOR... EITHER, ni... ni... Twn 
plus, 371. 

Not, ne... pas, 67 ; Tie... point, 72, 



Obs. 2, 73 ; not a single one, ne... 
pas un, ne... pas un seul, 88 ; not ant, 
rml, 88 ; ne... aucun, 159 ; not ant 
MORE, nc.plus, 97; not ant more, 
ne... pas davaniage, ne... pas encare, 
213 ; NOT ANT, NOTANTTHiNG, rien ne, 
rien, 84 ; not anything else, ne rien 
autre cJwse, 177, Obs. 4, 179 ; not 
ONE, Tie... aucun, 88, Obs. 2, 89; not 
FOR SOME TIME, ne... pas de sitot, 217 ; 
NOT so manT, TTwins de, nwins, 202 ; 
NOT THEN, ne... done pas, 100 ; not 
YET, ne... pas encore, 106. 

Nothing, ne... rien, 74 ; rien ne, 
rien, 84; ne... rien de, 103, Obs. 1, 
105; NOTHING but, Tie... que, 90; 
nothing but THAT, ne... que cela, ne... 
rien que cela, 214; nothing else, 
ne... rien autre chose, Vil, Obs. 2, 
179. 

Notre, tws, our, 210, Obs. 2, 212. 

Nouns, collective, agreement of, 
Obs. 2, 244; partitive and general, 
Obs. 7, 289; for Nouns, See Subs- 
tantives. 

Kous, WE, 210, Obs. 1, 211 ; us, to 
us, 211, Obs. 4, 212. 

Nouveau, nouvel, new, 69, Obs. 2, 
71 ; 322, Obs. 2, 323 ; nouvelU, 117, 
Obs. 3, 118; nouceaux, 119, Obs. 2, 
121. 

No WHERE, NOT ANY WHERE, Ue.., 

nullepart, 100, 

Nu, bare, 325, Obs. 2, 327. 

JSul, NOT ANY, 88. 

Number, Singular and Plural, 
defined, Obs, 3,' 71 ; formation oi 
Plural, See Plural ; of V^erb after 
collective Nouns, See Nouns. 



O 

0, 27 ; ^, 32 ; oe, m, c&u, oi, 34 ; oy, 
35 ; on, om, 52. Long and short o, 56. 

Observations, utility of, 60 ; con- 
tain a complete body of grammatical 
definitions and instruction; follow 
the Exercises. Observations, in the 
body of the Lessons, Obs. 3, 310. 

Of, de, 77, 

On, ONE, THEY, etc., 252, Obs. 1, 
255, 

One, See On. One, one another, 
See Un. One's, See Son. 



462 



Oneself, sai, 254, Obs. 3, 255. 

Only, ne... que, 90 ; only one, ne... 
jplus qu'wij qu'unej 206. 

OnzCj eleven, 241, Obs. 2, 242. 

Other, the, Vautrej others, les 
autres, 187 ; others, d^autres, 202. 
For all combinations of autre with 
un, See Uh, 

Ought, translated by 8tli Categ. of 
Eeil. Verbs, 249, Obs. 1,251 ; by de- 
voir, 383. 

Our, See Mt^^e, 

Ours, See Le ?i6tre. 



P, pronounced 5, 39 ; when silent, 
45. 

Par, translated by a, an, 259. 

Part of speech, defined, Obs. 3, 
62. 

Participle past, defined, Obs. 1, 
127 ; agreement of with the Subject 
and Object, Obs. 1, 264; with at- 
tendant Prepositions, 284, Obs. 1, 
285. 

Participle present, defined, treat- 
ment of, 228, Obs. 1, 229 ; See 
Gerund. 

Partitive collective nouns. See 
JNouns. 

Partitive particles, defined, uses 
of, 143, Obs. 1, 2, 144. 

Fas mal, pretty much, pretty 
WELL, 180. 

Pas U7i, pas uTh seulj not a single 

ONE, 88. 

Past, See Treatise on the Tenses. 

Past participle, See Participle 
Past. 

Past tense-forms, parallel use of 
the three in French, 801. 

Payer ^ to pay for, Obs. 2, 276. 

Penser «, to think of, etc., 80, 
Obs. 4, 83. 

Perfect, used as Preterit, Obs. 1, 
123 ; Obs. 1, 127 ; Obs. 2, 291 ; transi- 
tion of, into a Past Tense-Form, 
298 ; 303 ; special uses of: elle est 
inarUe depuis deux ans, she has been 

MARRIED FOR TWO YEARS, CtC, 804. 

Person, 1st and 2nd, defined, 61, 
Obs. 2, 62; Je^ placed after 1st Pers. 



Sing, of Pres. Indie, in a question, 
Obs. 2, 163 ; of Future, Obs. 2, 100; 
3rd Pers. of Verbs, 175, Obs. 3, 176 ; 
1st Pers. Plur. 210, Obs. 1, 211 ; 2nd 
Pers. Sin^. 278, Obs. 1, 280 ; pecu- 
liar use of 1st and 2nd Pers. Plur. of 
Pass, v., Obs. 2, 225 ; successive 
mention of persons when different 
ones are named, Obs. 3, 4, 5, 289 ; 
formation of Pers. of Verbs of 2nd 
and other Conjugations, Obs. 1, 314. 
Personal pronouns, definition of, 
Obs. 2, 62 ; position of, in question, 
connected by hyphen, Obs. 4, 62; 
position of, in afi^rmative sentence, 
Obs. 3, 68 ; position of, with Imp. 
Mode Refl. Obs. 2, 132 ; synoptical 
view of, 281. 

Per Sonne ne^ nobody; ne,.. per- 
sonne^ nobody, not... anybody ; per- 
sonnel nobody, not anybody, now 
used, 81, Obs. 5, 88. 

P^, pronunciation of, 39. 

Plre., WORSE ; le pire, the worst, 
148, Obs. 1, 150. 

Pluperfect, See Treatise on the 
Tenses, 302, and Compound Tense- 
Forms. 

Plural, defined, Obs. 8, 71 ; for- 
mation of, in Adj. and Nouns, Obs. 1, 
120 ; words in s undergo no change 
in, Obs. 6, 121 ; formation of, in 
Adj. and Nouns in 5, a:, z^ 874, Obs. 
3, 875 ; in ou^ eu^ au, eau^ 876, Obs. 
1, 2, 3, 377 ; in al^ ail, el^ eul, o&il, 
880, Obs. 1, 2, 3, 382. 

Pl?xs, more, 148; plus...^ ...er, 
more ; leplus...j la plus..., ...est, the 
MOST, 148, Obs. 1, 150 ; plus, le plus, 
more, the MOST, 149, Obs. 3, 150; 
plus que... ne, more than, 213 ; plus.., 
•mains, the more, the less ; phis.,, 
plus, the more, the more, 285. 

Plusieurs, several, 289. 

Possessive adjective pronouns, 
defined, Obs. 2, 66 ; synoptical view 
of, 281 ; Absolute possessive, Obs. 
5, 66. 

Pourquoipas, why not, 105. 

Prepositions, definition of, Obs. 
1, 73 ; for complete list of, See Key; 
not used in French as in English at 
the end of a j)hrase, Obs. 5, 79; 
used in French instead of Substan- 
tives used adjectively in English, 



463 



Obs. 6, 79 ; Prep, also Adverbs, See 
Adverbs also Prepositions ; for those 
governing the Infinitive, See Infini- 
tive. 

PREposinoisrAii pronouns, 'VOUS^ 
tnoij 80, Obs. 4, 83 ; lui, elle, eux, 
elles, 195, Obs. 1, 197 ; soi, 254, Obs. 
3, 255 ; toi^ 278. See Moi-meme^ etc. 

Present indicative, defined, Obs. 
3, 71 ; formation of 1st Pers. Sing, 
and 2nd Pers. Phir. Obs. 8, 62 ; of 
8rd Pers. Obs. 3, 176 ; of 1st Pers. 
Plur. Obs. 1. 219 ; of 2nd Pers. Sing. 
278. See generally, Obs. 1, 314 ; 
for irregularities of Verbs in e,.. er^ 
e... er, ele7\ eter, yer, ger^ and ce?\ See 
Verbs. Pres. Tense used instead of 
the Past, 803 ; instead of the Future, 
after si, if, 303 ; compared with the 
Perf. 303. See Persons, Tense- 
Forms, and Treatise on the Tenses, 
Formation of Pres. Indie. Obs. 1, 
314. 

Present subjunctive, defined, for- 
mation of 1st Pers, Sing, and 2nd 
Pers. Plur. Obs, 1, 114 ; of 3rd Pers, 
Obs. 1, 192 ; of 1st Pers. Plur. Obs. 
2, 216 ; of 2nd Pers. Sing. 278 ; See 
generally, Obs, 1, 314. For irregu- 
larities of Verbs ine... er, e... ei\ eUr, 
eter^ yer, See Verbs. Formation of 
Pres. Subj. from Present Part. Obs. 
1, 314. 

Preterit anterior, See Treatise on 
the Tenses, 302. 

Preterit definite, defined, 161, 
Obs. 1, 163 ; formation of 1st Pers. 
Sing, and 2nd Pers. Plur. of, 163 ; of 
Srd^Pers. Obs. 1, 209 ; of 1st Pers. 
Plur. Obs. 1, 211 ; of 2nd Pers. Sing. 
278. See Treatise on the Tenses, 800. 
Formation of Pret. Def. from Past 
Part.. Obs, 1, 314. 

Preterit indeftnite, defined, 
Obs. 2, 291 ; translated byEng. Im- 
perfect, je suis toiifhe^ I fell, etc., 
Obs. 1, 125 ; Obs. 1. 127 ; translated 
by the Eng. Perfe<'t, Obs. 2, 291. 
See Treatise on the Tenses. 

Procliain^ votre^ vioti, etc., your, 

MY NEIGHBOR, CtC., 195. 

Pronominal verbs, See Eeflective 
Verbs. 

Pronouncer an-d key, containing 
the Lessons of the Instructor with 
a phonetic rendering in parallel 



columns, the French translation of the 
Exercises, with a synoptical view of 
grammatical accidents and the most 
important classes of words, in a sepa- 
rate volume. 

Pronouns, defined. Personal, Obs. 
2, 66 ; Interrogative, Obs. 1, 66 ; 
Possessive Adjective, Obs. 2, 66 ; 
Interrogative Adjective, Obs. 3, 66 ; 
Absolute Int. Adj. Obs. 4, 66 ; Ab- 
solute Possessive Adj. Obs. 5, QQ ; 
Demonstrative Adj. Obs. 1, 70 ; 
Demonstrative, Obs. 5, 71 ; Eelative, 
Obs. 1, 75 ; Absolute Demonstrative, 
Obs. 4, 75 ; Abs. Int. Eel. Obs. 1, 
81 ; Indeterminate, Obs. 3, 87 ; Pre- 
positional, Obs. 4, 83; 195, Obs. 1, 
197. 

Pronunciation, french, treatment 
of French pronunciation, 22 ; full 
phonetic and orthographical exposi- 
tion of, 25 ; specialities of, 53 ; for 
consecutive distribution of subjects 
in Treatise of. See Contents, 446. 

Proper nouns, defined, Obs. 1, 
64 ; used as Adjectives, 326, Obs. 3, 
328. 

Fropre, own. See Mo7i, votre^ etc 

Q 

Q^ pronunciation of, 35. 

Quatre-vinQts^ eighty, 248, Obs. 2, 
249. 

Que^ qu\ what, 65, Obs. 1, 66 ; 
WHICH, 74, Obs. 1, 75; that, 84; 
never omitted in Fr., 84, Obs. 6, 85 ; 
WHICH, 146, Obs. 2, 147 ; than, 149, 
Obs. 4, 150 ; que^ that, used ellip- 
tically for various Conj. 339, Obs, 1, 
2,41 {qu€„. de, what, 103; Obs. 2, 
105 ; que void, this, que voilaj that, 
206 ; que n«, why... not, 226. 

Quel, what, which, 65, Obs. 3, 
66 ; WHAT, WHAT A, 83, Obs, 2, 85 ; 
quelle, 116, Obs, 3, 118 ; q^Mls, 119 ; 
qu£lles, 121 ; quelle, what a, 127. 

Quelconque, whatever, 88. 

Qudque, some, 87 ; a^ an, some, 
201 ; quelque.., que, whatever, 330, 
Obs. 3, 333 ; quelque, quelques... q\ie, 
whatever, whatsoever, 331, Obs. 
4, 333 ; quelque... que, however, how- 
soever, 331, Obs. 5, 333, 

Qu£lqu' autre chose, something else, 
177, Obs. 2, 179, 



464 



INDEX. 



Quelque chose ^ something, 74, Obs. 
6, 76 ; quelque chose de^ something-, 
103, Obs. 1, 105 ; quelque chose que 
ce soit que. whatever it mat be, 
291. 

Quelqu'un^ somebody, some one, 
81, Obs. 6, 83 ; quelques-uns, quel- 
qucs-unes^ some, a few, 239. 

Qu'est-ce^ what is it, 185 ; qu'est- 
ce que^ what is it that, 161, Obs. 2, 
163 ; qu^est-ce que cela.^ what is that, 
185 ; qu'est-ce que cela signifie^ what 
DOES that mean, 185 ; qu^esi-ce que 

C'estj WHAT IS IT, 185. 

Qui^ WHO, WHOM, 79, Obs. 1, 81 ; 
WHO, 232. 

Qui qufC ce soitj anybody, who- 
soever, etc., 201 ; qui que ce soit qui, 
whomsoever, etc., 202. 

Quite, toutf 330, Obs. 1, 833. 

Quoij what, when used, 74, Obs. 
5, 76. 

Quoi que, whatever, 278. 

Quoi Que ce soit^ whatever it may 
BE, etc.," 201. 

Quoi que ce soit que, whatever it 
MAY BE, 202. 

Qu'y a-t-il? what is the matter ? 
185. 

R 

R, v/hen &ilent, 45 ; peculiarities 
in pronunciation of, 57. 

Eeciprocal verbs, formed by entre, 
between, 256, Obs. 3, 258, Obs. 4, 
258. See Eefl. V. 9th Categ. 

Eeflegtive verbs, also called Pro- 
nominal, defined, 128, Obs. 1, 130. 

Ist Category of; Eeflective Pro- 
nominal locution in French for Pos- 
sessive Pronominal in English: je 
me oowpe le doigt, I cut my finger, 
etc. Tabular view of, Obs. 3, 133 ; 
Eemarks on, Obs. 1, 138. Participle 
not inflected with Substantive re- 
gime, inflected with Pronominal re- 
gime : Je me suis coupe la main, I cut 
MY HAND ; je me la suis coupee, I cut 
it, Obs. 2, 139 ; Compound Tense- 
Forms of, 137, Obs. 1, 138 ; 141. 

2nd Category ; Eeflective locution 
in Fr. translated by simple Eng. 
Verb: je m^arrete, 1 stop, Obs. 1, 
155 ; Compound Tense-Forms of, 
155. 



8rd Persons of 1st and 2nd Cate- 
gories, 197; Eemarks on 1st Pers, 
Plur. Obs. 3, 219. 

8rd Category ; Eefl. in French 
Neut. in English : ces etoffes se lavent 
Hen, these cloths wash well, 239, 
Obs. 1, 240. 

4th Category; Eefl. in French, 
Pass, in English : le rhume s''attrajp6 
facilement, a cold is easily caught, 
240, Obs. 1, 242. 

5th Category ; Eefl. in French, 
Idiomatic in English : s^egarer, to get 
LOST, 243, Obs. 1, 244. 

6th Category ; Eefl. in Fr. trans- 
lated by IS TO BE, IS NOT TO BE : V ar- 
gent ne se donne pas pour tnen, money 

IS NOT to be GIVEN AWAY FORNOTHING, 

244, Obs. 1, 246. 

7th Category ; Eefl. in Fr. trans- 
lated by CAN, CAN NOT BE ; COULD, 

COULD NOT be: ce mot ne seprononce 
pas facilement, this word can not be 
EASILY PRONOUNCED, 247, Obs. 3, 249. 
8th Category ; Eefl, in Fr. trans- 
lated by SHOULD, ought : une offre de 
cette nature s'accepte avec empresse- 
ment, an offer of this nature 

SHOULD be ACCEPTED WITH EAGERNESS, 

249, Obs. 1, 251. 

9th Category ; Eeciprocal Verbs : 
nous oious tronipons, we cheat one 
ANOTHER, 255, Obs. 1, 258. 

10th Category; Eefl. both in Fr. 
and Eng. : je me respecte^ I respect 
MYSELF, 282, Obs. 1, 284. 

11th Category ; Verbs always Eefl. 
in French : s''emparer de, to seize, 
286, Obs. 1, 288 ; for complete Ust, 
See Pronouncer and Key. 

Eeflective used impersonally, 269, 
Obs. 1, 271. 

Eegime or regimen, definition of, 
position of, Obs. 3, 81 ; Participle 
not inflected in first Categ. of Eefl. 
Verbs with Noun, inflected with Pro- 
noun, Obs. 2, 139 ; Eegime Direct, 
le.,la, les, etc., 181, Obs. 1, 183; In- 
direct, lui, leur, etc., 183, Obs. 1, 
185. 

Eelative PRONOUN, defined, that, 
WHICH, que, 74, never omitted in Fr. 
Obs. 1, 75 ; of whom, of which, 
dont, 95. 

Resume of the Tense-Forms, 305. 

Rien, nothing ; rien ne, ne... ri^riy 
not anything, 84. 



IKDEX. 



465 



Sj pronounced z. 40 ; wlien silent, 
44. 

Same, the, le meme^ la meme^ les 
memes^ 202. 

Se^ S\ HIMSELF, HERSELF, THEM- 
SELVES, etc., 192, Obs. 1, 194. 

Seul^ seule^ alone, 135 ; by him- 
self, etc., 206. 

Several, plusieurs^ 289. 

/SA, sch^ pronunciation r/, 38. 

Shall, 16 ; translated into Fr. by 
tbe Future Tense-Form termina- 
tions, 99, Obs. 1, 99. 

She, elle, 175, Oba. 1, 2, 176. 

Should, translated into French by- 
Conditional Tense-Form termina- 
tions. 102; by Subj. Tense-Form ter- 
minations, lis, 172 ; by 8th Categ. of 
Eefl. Verbs, 249, Obs. 1, 251 ; by de- 
voir, 883. 

Si^ so, 155, Obs. 1, 157. 

Si^ IF, 102 ; sHl^ if he ; sHls^ if they, 
189, Obs. 1, 190. 

Singular, See Number. 

So, si, 155, Obs. 1, 157 ; le, l\ 224, 
Obs. 3, 225; so and so, un tel, 90; 
une telle, 126. 

Soi, oneself, 254, Obs. 8. 255. 

Soixante, etc., sixty, etc., 242, 
Obs. 4, 242. 

Some, quelque, aucun, 87 ; 201 ; 
See En; quelques-uns, 239. 

Somebody, quelqu'un, 81, Obs. 6, 
83. 

Some one, quelqu'un, Obs. 6, 83. 

Something, qxielque chose, 74, Obs. 
6, 76 ; quelque ^chose de, 103, Obs. 1, 
105 ; something else, autre chose, 
quelqu' autre chose, 177, Obs. 2, 179. 

So much, tant, 95. 

So much, so many, tant de^ tant, 
202. 

Son, sa, ses, his, her, 177, Obs. 1, 
178 ; son, sa, ses, one's, 195 ; son, sa, 
ses, le sien, etc., its, 239 ; son serti- 
blalle, etc., one's fellow-creature, 
232. 

Sounds and letters distinguished, 
25 ; number and efeneral division of 
French sounds, 27 ; See Vowels and 
Consonants. 
20* 



Sovereigns, numbering of, with 
cardinal number in French, for the 
ordinal, 350, Obs. 3, 352. 

Subject, definition of, position of, 
Obs. 3, 81. 

Subjunctive mode, defined, gov- 
erned hy afin que, 1\^ ', exiger, 117; 
souTiaiter, 121, 191 ; jpour que, 122 ; 
douter, 131, 190; 7iier, 135; avant 
que, 140 ; pour pen que, 151 ; pourvu 
que, 152; apprehender, 158 ; a Verb, 
word or phrase expressing wish, 
desire, will, command, order, duty, 
obligation, wonder at, surprise, 
doubt, negation, interrogation, 

WANT, permission, NECESSITY, IMPOSSI- 
BILITY, UNCERTAINTY, ctc, 173 ; trOU" 
'cer Ion, trouver mauvais, meriter, 
190 ; setonner, 193 ; supposer, penser, 
se douter, interrogatively used, Obs. 
1, 207 ; regretter que, douter que, 
209 ; avoir peur que, 210 ; ordonner 
que, 215 ; en attendant que, 217 ; au 
cas que, 221 ; etre au desespoir que, 
237 ; non pas que, 257 ; Adj. accom- 
panied by etre, followed hj'que, Obs. 

4, 261 ; bien que, encore que, non 
que, non pas que, 267 ; juger apropos 
que, 270 ; il est, followed by Adjec- 
tive, Koun, or Infinitive, Obs. 1, 276 ; 
quoique, quoi que, 278 ; pour que, soit 
que, en cas que, sans que, a condi- 
tion que, 279 ; nonobstant que, 282 ; 
jusqu^a ce que, 283 ; si tant est que, 

284 ; loin que, 285 ; quel que... que, 
330, Obs. 3, 333 ; quelque... que, 331, 
Obs. 4, 333 ; quelque... qv£, 331, Obs. 

5, 333; si... que, pour... que, 331, 
Obs. 6, 333; quelque chose que, qu/)i 
que, quoi que ce soit que, qui que ce 
soit qui, qui que ce soit que, 334, Obs. 

1, 336 ; consentir, 337 ; various 
phrases and constructions, Obs. 1, 
338 ; falloir, 357 ; s^en falloir, ne 
accompanying, Obs. 2, 358 ; vouloir, 
Obs. 2, 364; parier, etc., interroga- 
tively or negatively used, 366, Obs. 

2, 367 ; voir ace que, 368; maintenir, 
soutenir, convenir, negatively or in- 
terrogatively used, 369 ; il est clair, 
evident, etc., interrogatively, nega- 
tively, or conditionally used, Obs. 2, 
372 ; avoir peur, craindre, with ne, in 
afiftrmative, interrogative, or interro- 
gative negative phrases, Obs. 2, 388 ; 
ce n'est pas que, si tant est que, 398 ; 
tant e'en faut que^ moyennant que. 



466 



INDEX. 



699 ; eth attendant que^ 400 ; encore 
que^ non que, non pas que, 401 ; 
plut a Dieu que, a Dieu ne plaise 
que, 403 ; craindre que, ne accom- 
panying, 422 ; jusqu^a ce que, touti., 
que, qui, que, 433 ; d(>nt, oil, le 
sent, V unique, le pj'emier, etc., le 
phis, etc., 434; le meilleur, etc., le 
moindre, etc., 435, Obs. 1, 4S6 ; See 
Treatise on the Tenses, 302 ; Trea- 
tise on the Modes, parallelism of, 
with Infin. and verbal Noun, 170, 
171, 172, 173, 174. 

Substantive, defined. Common 
and Proper, Obs. 1, 64 ; not used in 
French as Adjective to other Sub- 
stantives ; Prepositions employed in- 
stead, Obs. 6, 79. 

Such, tel, 90; telle^ 126 ; such a one, 
so AND so, un tel, 90 ; une telle, 126. 

Superlative, See Comparison. 

Superstitions, popular, respecting 
the study of French, 23. 

Syllabification, 54. 

Systems, notice of former, 5. 



T, pronounced like s, 40 ; when 
silent, 44 ; ct, dt, gt, It, rd, when 
silent, 46 ; t, euphonic, Obs. 2, 176. 

Tant, so much, 95 ; tant, tant de, 
so MUCH, so MANY, 202 ; tant de Vun 
que de Vaxttre, etc., as much of the 
ONE AS OF THE OTHER, 219 ; tant pis, 
so much the WORSE ; tant mieux, so 
much the better, 149, Obs. 3, 150. 

Tel, SUCH, 90 ; telle, such, 126 ; tel 
que celui-ci, celui-lh, telle que celle-ci, 
celle-la, like this, like that, such a 
ONE AS this, 207 ; un tel, such a one, 
so AND so, 90 ; une telle, mrs. so and 
so, 126 ; tel qui, he who, 285. 

Tenses or Times, defined. Present 
Indicative, Obs. 3, 71; Future, 99, 
Obs. 1, 99 ; Conditional, 102, Obs. 
1, 103; Imperfect, 105, Obs. 1, 106; 
Gerund, 109, Obs. 1, 110 ; Present 
Subjunctive, 113, Obs. 1, 114; Per- 
fect, or Preterit Indefinite, with 
etre, 124, Obs. 1, 125; Preterit Defi- 
nite, 161, Obs. 1, 163; Imperfect 
Subjunctive, 163, Obs. 1, 164; Plu- 
perfect Indicative, 157 ; Compound 
of Preterit Indicative, 165; Com- 



pound of Imperfect Subjunctive 
165; Eelations of, to each other, 
166, Obs. 1, 168 ; Concordance of; 
290, Obs. 1, 291, 293, 294. Treatise 
on, 296. 

Tense-forms, defined, Simple and 
Compound, Obs. 1, 128 ; for full ex- 
position of, See Treatise on the 
Tenses, 296 ; Contents, 450, and 
Treatise on Complementary Tense- 
Forms, 443 ; order in which they are 
exhibited, in 2nd and 3rd Conjuga- 
tions, 388. For parallelism of Pret. 
Subj. and Conditional, See Treatise 
on the Modes, 174. For the particu- 
lar formation of, See Persons. 

Th, pronunciation of, 89. 

Than, que, 149, Obs. 4, 150. 

That, ce, cet, 69, Obs. 1, 70 ; cela, 
70 ; ce... la, 70, Obs. 5, 71 ; cet... la, 70, 
Obs. 6, 71 ; que, 74, Obs. 1, 75 ; 84, 
Obs. 6, 85 ; celui, 74, Obs. 2, 75 ; celui- 
la, 74, Obs. 4, 75 ; celle-la, 146 ; que 
voila, 206 ; cetfe, cette... la, 131 ; that 
of, celui die, 100, Obs. 2, 101 ; that of 
which, ce dont, 108, Obs. 3, 109 ; 
celui dont, 107, Obs. 2, 109; that 
ONE, celid-la, 74, Obs. 4, 75* 201; 
that which, celui que, 74 ; celU que, 
146 ; ce que, 75. 

The, le, V, 63, Obs. 2, 64 ; la, 114, 
Obs. 1, 115; les, 119, Obs. 1, 120; 
THE ONE, celui, Obs. 2, 75 ; celle que, 
146 ; THE ONE OF, ctc, 100, Obs. 2, 
101 ; THE ONE OF WHOM, celU d^ qui, 
celle dont, 231 ; the one to whom, 
celle a qui, 231 ; the one that, celui 
que, 201 ; the one which, celui que^ 
74, Obs. 2, 75 j celle que, 232; the 
ONE WHO, celui qui, celle qui, 231 ; 
THE ONES WHICH, celles que, 146. 

The LEAST, le moindre, 148, Obs. 
1, 150 ; U moins, 149, Obs. 3, 150. 

The more... the less, j?^... moins, 
285. 

Thee, thine, thou, thyself. See 
Tu. 

Their, leur, leurs ; See Leur. 

Theirs, le leur, la leur, les leurs, 
179, Obs. 1, 181. 

Them, ks, ISl, Obs. 1, 183; See 
Les, and Leur ; them, eitx autres, 
366, Obs. 8, 367; See Enj them 
there. See Z'y. 

Thence, en, 96, Obs. 6, 97. 



There, See Y; there is, voila, 89, 
Obs. 1, 91 ; ily a, 125 ; there are, 
il y a, Obs. 4, 268. 

These, ceux-ci, 122; celles-ci^ 146; 
<7^5, 119 ; ceux^ celleSj 122. 

They, ils^ elks, 175, Obs. 1, 176 ; 
233, Obs. 1, 234; 286, Obs. 1,' 238; 
€waj, elles, 195, Obs. 1, 197 ; eux au- 
tres, 366, Obs, 3, 367. 

This, C£, cette, 69, Obs. 1, 70; ceci^ 
69, Obs. 5, 71 ; ce... ci, cet... ci, 70, 
Obs. 6, 71 ; celui-ci, 74, Obs. 4, 75 ; 
celle-ci, 146 ; c^?^^, 117, Obs. 3, 118 ; 
<}ette, cette-ci, 131 ; this one, celui-ci, 
74, Obs. 4, 75 ; 201. 

Thither, ^, Se« K 

Those, ces, 119; c^wa?, cefe, 122; 
ceux-la, celles-la, 146 ; those which, 
ceux que, celles que, 232 ; que "coita, 
■206; those of which, ceux dont^ 
-celles dont, 146 ; those who, ceuxqui^ 
■ceV^s qui^ 231, 

Time, t^ree-fold division of, 296. 

To, a, 78. 

To be, See Mre. 

To GO, aUei\ 86, Obs. 2, 87 ; Obs. 
4, 91; Future of, 100, Obs. 3, 101; 
Obs. 1, 136 ; 212, Obs, 1, 214; Obs. 
^. 310 ; TO be goixg to..., I am going 
TO..., etc., 443. 

To HAVE, See Avoif\ 

Tout, everything, all, 89 ; 91 ; 
Obs. 2, 196 ; Obs. 3, 197 ; although, 
256, Obs. 2, 258 ; quite, all, 330, 
Obs. 1, 333 ; tout... que, as... as, Obs. 
2, 333 ; tout autre cTiose, something 
else entirely, 177, Obs. 2, 179 ; tout 
<^ que, ALL that, everything that, 
89, Obs. 2, 91 ; tout le, all the, 86 ; 
tout U monde, everybody, 86 ; tout 
le monde, everybody, 205 ; toutes les 
fois que, every time that, 1 52 ; tout... 
qui, EVERY... WHO, 201 ; tout seul, 
ALL ALONE, 272 ; tous deux, toutes 
deux, tous les deux, toutes les deux, 
BOTH, 202 ; Ums les, all the, every, 
119, Obs. 5, 121. 

Treatise on the modes, 169. 

Treatise on the tenses, 296. Com- 
plementary, 443 ; See Contents. 

Trema, 27. 

Tres, very, 69, its use, Obs. 4, 71 ; 
148, Obs. 2, 150. 

2^, thou:; te^ thee, to thee^ toi, 



INDEX. 467 

THOU, THEE ; ton, ta, tes, thy ; le iieUj 
etc., THINE ; toi-mieme^ thysei.f, 278, 
Obs, 1, 280. 

U 

U, pronunciation of, 27, 80 ; «, w, 
32 ; un, um, 52. 

Uh, A, AN, 63, Obs. 2, 64; une, 
119, Obs. 4, 121 ; one, 104, Obs. 4, 
105 ; u?i autre, une autre, another, 
d^autres, others, 202 ; Vun sans 
V autre, one without the other; 
les uns sans les autres, without one 
ANOTHER, 188 ; pour V une comme pour 
Vamtre, for both, for one as well 
AS FOR THE OTHER, 195 ; Vun et V autre, 
both, 202, 243 ; ni Vun ni Vaults 
ne, NEITHER, 205 ; autant de Vun 
que de V-auti-^, as much of the one as 
OF THE OTHER, 208 ; Vun apres V autre, 
ONE AFTER ANOTHER, 229, 243 ; Vun 
ou V autre, one or the other, 243 ; 
Vun de V autre, etc, one from the 
other, 247 ; V une par V autre, one by 
the other; Vune avant V autre, one 
before the other ; Vun a V autre, 
ONE to the other ; les uns avec les au- 
tres, THE ONES WITH THE OTHERS, 248 ; 

Vun Vautr^e, etc., one another. 257. 

Un tel, See Tel, 

Unipersonal verbs, il neige, n 
SNOWS, etc., 276, Obs, 1, ^77. 

Us, nous, Obs. 4, 212^ nov^ autreSy 
366, Obs, 3, 367. 



V, wben silent, 45, 

Verbs, defined, Obs. 3, 62 ; in e.., 
er^ Obs. 2, 94 ; in e... er, Obs. 3, 96 ; 
in ...eler, ...eter, Obs. 5, 97 ; in ...ai/er, 
...oyer, ...uyer, Obs, 1, 98 ; Obs. 3, 186 ; 
in ^..ger, Obs. 4, 10^ ; in ...cer, Obs. 
5, 109. Habitual Tense-Forms in 
English, 111, Obs. 1, 112; Eeflec- 
tives, 128, Obs. 1, 130 ; Irregular 
Verbs, defined, Obs. 1, 147; in cer 
and ger, 165, Obs. 1, 165; in yer, 
eter, ekr, €.., er, e... er, Obs. 3, 186; 
Division of, into Active, Passive, Re- 
flective, and Neuter, Obs. 1, 222; 
Auxiliary Verbs, defined, Obs. 1, 
128 ; Reciprocal, formed by entre, 
between, 256, Obs. 3, 4, 258 ; 
Neuter, in Active Sense, 258, Obs. 



468 



INI>EX. 



1, 261. Idiomatic Impersonal, il cir- 
cule, etc., 266, Obs. 1, 268 ; Actual- 
izing forms, translated by etre a^ 
followed by Infinitive, Obs. 3, 268 ; 
Eeflective, used impersonally, 269, 
Obs. 1, 271; Impersonal Passive, 
271, Obs. 1, 273 ; Constructive Im- 
personal, il est... etc., 274, Obs. 1, 
276 ; Unipersonal, il neige, it snows, 
etc., 276, Obs. 1, 277 ; Conjugation 
of, defiued, Obs. 1, 310 ; Defective, 
defined, Obs. 3, 310; See Treatise 
on the Tenses ; Treatise on the 
Modes, Finite Verb and Infinitive 
Mode distinguished, 170. 

Difference in coDJugation of Verb. 

1st Conjugation, Verbs in ^r, 2nd 
in ir^ distinguished ; number of 
Verbs contained in each, Obs. 1, 310. 

2nd Conjugation; Verbs in aillir: 
saillir, etc. ; /aillir ^ etc., 309 ; in 
euillir: ciieiUi?\ eta., 311 ; in ouillir : 
houillir^ etc., 312; in mir : dormir^ 
etc., 315 ; enir : teni7\ etc., 316, Obs. 
1, 320; venir^ etc., 320; se souve7iir, 
se ressouvenir^ 322, Obs. 3, 323; in 
rir : requerir^ etc., 324 ; coui'ir^ etc., 
825 ; 7nourir, 826 ; in frir : of rir, 
etc., 328; in i)rir: ouvrir, 329; in 
tir: mtir, etc., 330; m^nti/r, etc., 
331 ; se repentir, 331 ; sentiVy etc., 
331; in rtir : partir, etc., 334; so?'- 
tir, etc., 335, Obs. 3, 336; in uir : 
fuir, etc., 336 ; s^enfuir, 337 ; amr, 
332 ; in vir : servir^ etc., 339 ; in ir : 
hdUr, e-tc, regular Conjuojation, 341, 
Obs. 1, 343 ; hair, 344, Obs. 1, 346 ; 
jaillir, 344 ; gesir, 345 ; Jleurir, 345, 
Obs. 1, 346 ; s'ebahir, se llottir, s'^e- 
vanouir, 346 ; s^acc?vupir, 347, Obs. 
1, 348. 

3rd Conjugation; peculiarities of, 
Obs. 1, 355; Verbs in choir: choir, 
etc., 353 3 in loir : falloir, etc., 355; 
s'enfalloir, Obs. 2, 358 ; valoir, etc., 
358 ; vouloir, 362 ; in seoir : seoir, etc., 
865 ; in voir : voir, etc., 368 ; avoir, 
870; savovr, 373, Obs. 1, 2, 375, 
mouvoir, etc., 375 ; pouvoir, 377 ; 
Obs. 1, 2, 379; plewvoir, 379; in 
evoir : devoir, etc., 383 ; recevoir, etc*, 
886, Obs. 1, 388. 

4th Conjugation; Verbs in ere: 
vaincre, etc., 389, Obs. 1, 390 ; indre : 
andre, endre, ondre, erdre, ordre : 
epandre, descendre, fondre, perdre, 
rwjrdre, etc., 390 ; regular Conjuga- 
tion so called, Obs. Ij 393; m pren- 



dre : prendre, etc., 398, Obs. 1, 8^5 ; 
s'^eprendre, se inepi^endre, 394, Obs. 2, 
395 ; in aindre, eindre, oindre : con^ 
travndi'e, ceimdi-e, joi^dre, etc., 395, 
Obs. 1, 397; in oiidre: coudre, ah- 
soudre, moudre, etc., 398, Obs. 1, 
400; in aire: f aire, etc., 400, Obs. 

1, 2, 3, 402 ; plaire, etc., taire, 402 ; 
traire, etc., 404, Obs. 1, 405; in ire: 
circooidre, dire, confire, etc., 405; dire, 
Obs. 1, 408 ; lire, etc., 408, Obs. 1, 
409 ; rire, frire, ecrire, etc., 400 ; 
cuire, condaire, const?'uire, lim^e, 
nuire, etc., 411 ; in oii^e : toire, croin^e^ 
etc., 413; in ore: chore, etc., 415; in 
pre: 7'ompre, etc., 116; in tre : etre, 
418; in aitre: naitre, etc., 420 ; con- 
naitre, paraitre, pattre, etc., 422; in 
oit?'e : croitre, etc., 425 ; in attre : 
lattre, etc., 427; in etU^e: mettre, 
etc., 430 ; in ure : conclure, etc., 
433 ; in ivi^e: suivi^e, etc., 437 ; s'en- 
tre-suivre, s"" ensuiwe, 438, Obs. 1, 
439 ; vivre, 440. 

Very, tres, 69 ; t7'es, bien, forty 
148, Obs. 2, 150. 

Voioi, HERE IS, voila, there is, 89, 
Ot«. 1, 91. 

Voire, your, 65, Obs. 2, 66 ; votre 
propre, your own, 97, 156. 

Vous, YOU, 61, Obs. 2, 62 ; 7)oua 
and 77U)i, used repetitively in French, 
when omitted in English, 80, Obs. 

2, 81; TO YOU, 80, Obs. 3, 81; vous 
le, IT TO YOU, 93, Obs. 1, 94 ; voics la, 
115, Obs. 4, 115; vous y, you to it; 
vous en, you of it, 127 ; vous-irieme, 

YOURSELF, 117. 

Vowel and Consonant sounds, 
defined, 25 ; Vowel letters and signs, 
26 ; combinations of Vowel letters 
called Diphthongs, 26 ; general value 
of the five Alphabetical Vowel let- 
ters — European scale, 27 ; pronun- 
ciation of accented or marked Vowel 
letters, 31 ; same of combinations of 
Vowel lettei-s, 32; Nasal or nose 
Vowel sounds, 47, 49 ; exceptional 
representation of, 51 ; combination 
of with simple Vowels, 52 ; long and 
short Vowels, 55 ; quality of Vowel 
sonndsy 56, 

^N 

W, sound, how represented iu 
French, 31. 



46^ 



"We, nous, 210, Obs. 1, 211 ; ?ious 
autres, 366, Obs. 3, 367. 

What, que, 65, Obs. 1, 66 ; quel, 
65, Obs. 3, 66 ; quelle, 116, Obs. 3, 
118 ; quoi, 74, Obs. 5, 76 ; ce que, 75 ; 
que... de, 103, Obs. 2, 105; what a, 
quely 83, Obs. 2, 85; what one, lequel^ 
65. 

Whatever, quelconque, 88 ; qiiel- 
que... que, 330, Obs. 3, 333; quelque 
que, quelques que, 331, Obs. 4, 333; 
whatever it may be, quoi que ce soit, 
201 ; quoi que ce soit qui, 202 ; quel- 
que cliose que ce soit que, 291. 

Which, quel, 65, Obs. 3, (dQ ; lequel, 
74, Obs. 3, 75 ; que, 74, Obs. 1, 75 ; 
146, Obs. 2, 147 ; which one, lequel, 
65, Obs. 4, Q^ ; of which, dont, 95, 
Obs. 4, 96 ; to which, auquel, 98, 
Obs. 3, 93. 

Who, whom, qui, 79, Obs. 1, 81 ; 
of wHOiT, dont, 95, Obs. 4, 96. 

Whosoever, qui que ce soit, 201 ; 
WHOMSOEVER, qui qus ce soit qui, 202. 

Why not, pourquoi pas, 105; 
WHY... not, que 7ie, 226. 

WiLLf IS, translated into French 
by the Future Tense-Form termina- 
tions, 99, Obs. 1, 99 ; by vouloir, 
862. 

Words, liaisons or connections of, 
46; for those governing the Sub- 



junctive and Infinitive, See Sub- 
junctive and Infinitive. 

Worse, ^^W5 mal, 160, Obs. 1, 161. 

WorLD, translated into French by 
Conditional Tense-Form termina- 
tions, 102; hjvouloir, 362. 



X, equal to Jcs or gz, 40; when 
silent, 44. 



Y, vakie of, in French, 31. 
Y, to it; there, thither, 98, Obs. 
4, 93; 109, Obs. 2, 110; to it, to 

THEM, 122 ; ME TO IT, Ttiy I YOU TO IT, 

vous y, 127 ; y, in it, 179, Obs. 2, 

181. 

Y a-t'il ? is THERE, are there ? 
267, Obs. 4, 268. 

YoTj, 'Kcyus, 61, Obs. 2, 62 ; 80, Obs, 
2, 81 ; to you, mus, 80, Obs. 3, 81 ; 
vous autres, 366, Obs. 3, 367. 

Your, votive, 65. 

Yours, le wtre, 65, Obs. 5, 66. 
See Le voire. 



Z, vahie of, 27. 



% vv 



; V 



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46 



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GESENIUS' HEBREW GRAMMAR. 

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